ISAT Goal: Vocabulary Ladders Files/… · Web viewLanguage/ Writing. Writing Process. Use Pre-writing Skills 5. Use Drafting & Revising Skills 6. Use Editing & Proofreading Processes

Table of ContentsLanguage/ Writing

Writing Process1. Use Pre-writing Skills 52. Use Drafting & Revising Skills 63. Use Editing & Proofreading Processes 7

Composition and Structure1. Use Details 82. Composition Forms 83. Use Variety of Components 84. Use Appropriate Style and Vocabulary 95. Use Variety of Formats 106. Use Appropriate Format 10

Grammar and Usage1. Use Adverb Forms 112. Use Clauses 113. Use Irregular Verb Forms 124. Use Phrases 125. Use Noun Forms 136. Use Negative Forms 147. Subject and Predicate 148. Subject / Verb Agreement 159. Use Adjective Forms 1610.Noun-Pronoun Antecedent 1711.Run-ons and Fragments 1712.Sentence Structure / Type / Kind 1813.Use Pronoun Forms 1914.Use Variety of Sentences 2015.Noun-Pronoun Agreement 2116.Use Verb Tense 22

Capitalization1. Beginning Capitalization 23

2. Pronoun “I” 233. Adjectives, Titles, and Sentence Beginnings 244. Fundamental Rules 255. Nouns and Proper Nouns 26

1All Information taken from NWEA Idaho Learning Continuum

Cut Score Information Language/Writing Reading Mathematics

Punctuation1. Use End Punctuation 272. Use Marks in Dialogue 273. Use Underlining in Titles 284. Use Apostrophes 285. Use Commas with Dependent / Independent Clauses 296. Use Commas with Phrases 297. Use Commas 30

Spelling1. Conventional Rules 312. Prefix-Suffix Rules 313. Accuracy and High-Frequency Words 32

Reading Word Analysis

1. Structural Analysis 332. Root Words / Suffixes / Prefixes 343. Decoding Strategies 344. Phonological Awareness 35

Vocabulary1. Context Clues 362. Multiple Meanings 373. Antonyms, Homonyms, Synonyms 37

Literal Comprehension1. Reading Directions 382. Reading for Detail 393. Sequencing 404. Locating Information 41

Interpretive Comprehension1. Summarize and Synthesize 422. Prediction and Generalization 433. Cause and Effect 444. Draw Conclusions / Inference 45

Evaluative Comprehension1. Evaluate Validity / Author’s Conclusions 462. Fact and Opinion 473. Compare and Contrast 474. Persuasive Elements, Propaganda, Bias, Stereotypes 485. Categorize / Classify Information-Thinking Skills 49


Literary Analysis1. Literary Devices 502. Story Elements 513. Story Grammar 514. Author’s Purpose / Technique 525. Genre 52

MathematicsNumber Sense

1. Place Value, Expanded and Standard Notation 532. Absolute Value 53

3. Decimals 544. Square Roots 545. Factorization and Divisibility 556. Money 557. Whole Numbers 568. Integers 569. Ordering, Equalities, and Inequalities 5710. Irrational Numbers 5711.Fractions, Ratio, Proportions 5812.Set Notation 5813.Percents 5914.Exponents and Scientific Notation 59

Estimation and Computation1. Integers 602. Logarithms, Properties, Matrices 603. Square and Roots 604. Whole Numbers 615. Decimals 626. Fractions 637. Order of Operations 648. Percents 649. Exponents and Scientific Notation 64

Reasoning and Problem Solving1. Reasoning and Problem Solving 65

Measurement1. Length, Weight, Volume 672. Area, Perimeter, Circumference 683. Ratio, Units, Precision 69


4. Time, Temperature 69

Algebra1. Quadratic Formula and Equations 702. Properties 70

3. Patterns, Sequences, Functions 714. Solve Equations, Simplify Expressions, Order of Operations 72

Geometry1. Symmetry and Transformations 742. Geometric Principles and Terminology 753. Trigonometry 764. Shapes and Figures, 2- and 3-Dimensional 765. Congruency and Similarity 776. Direction and Distance 787. Coordinate 78

Probability and Statistics1. Data Analysis 792. Probability and Prediction 803. Statistics 814. Combinations and Permutations 81


WRITINGISAT Goal: Writing ProcessSubskill: Use Pre-Writing Skills

RIT 221-230:Select words based on main topic; Outline a complex topic selection; Choose appropriate words for a selection; Evaluate possible point of views (i.e. personification); Choose vivid descriptors; Select method for brainstorming

RIT 211-220: Create comprehensive outlines; Use compound sentence selection; Outline verbiage for

imaginative stories; Categorize using main topic as guideline

RIT 201-210: Choose formal or informal language; Select purpose of paragraph; Choose syntax that

illustrates point of view; Outline expository mode

RIT 191-200: Select point of view (i.e. I, He, You); Choose a mode of writing; Use clear descriptors; List

details in outline form; Determine tone and mood; Choose tone by determined audience; Outline main topic with descriptors; Organize sentences for paragraphs; Create a list of possible word choices; Select main headings for outline; Choose subject and brainstorm (i.e. word lists, webbing, free writing)

RIT 181-190: Create a simple outline; Write in a selected genre (i.e. a simple fairy tale); Create

starter sentences; Categorize around a main topic; Select appropriate sentences for topic; List sentence details; Pre-write sentences that convey purpose of topic

RIT 171-180: Choose main topic; Select purpose of writing; Recognize genre; Determine

audience

RIT 161-170: Use short complete sentences; Identify a brainstormed single word list about

a given topic


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WRITINGISAT Goal: Writing Process

Subskill: Drafting and Revising Skills

RIT 221-230: Use metaphors as a figure of speech

RIT 221-230: Use exaggeration to make statement; Use adverbial clauses; Ask leading questions; Use

gerund phrases

RIT 211-220: Revise syntax for correct order; Use subject-verb agreement; Use a variety of sentences

from simple to complex; Use infinitive phrases to denote emphasis; Use subordinating clauses; Edit for misplaced modifiers; Combine sentences to make compound and complex; Use parts of a news story for complete description of an event; Write strong conclusions

RIT 201-210: Use participial phrases in correct word order; Use of figurative speech in context; Select the

best title for a piece of work; Use precise language; Correct use of transitional expressions; Use vivid descriptors; Use adverbial clauses in complex sentences; Avoid run-on sentences; Use sentence variety; Use correct word order when using adjective phrases

RIT 191-200: Revise and replace misplaced modifiers; Use figurative language to describe; Use creative

figures of speech; Write to stay on purpose; Use symbolic language; Create a variety of sentences, simple, compound, and complex; Use phrases and multi-word modifiers to enhance

details; Use adjective and infinitive phrases; Begin topic with strong sentence starters; Use a variety of genres

RIT 181-190: Use compound and complex sentences; Use a variety of modifiers; Use infinitive

phrases for emphasis; Use figurative language (simile, metaphor); Use vivid descriptor phrases; Combine simple sentences to form complex sentences; Vary sentence order;

Vary word order; Use sentences of 8-10 words to vary language; Use details for effective sentences; Vary sentences to show same meaning related to topic; Use correct word order in interrogative sentences; Use precise nouns and verbs; Create word list of strong nouns and verbs

RIT 171-180: Revise to stay on topic; Use vivid descriptors that denote tone and mood; Draft

mood and tone in the detail selection; Categorize main ideas and supporting details; Use vivid adjectives and adverbs; Combine simple sentences to create

compound sentences; Add adverbs to describe action; Use imaginative language to support topic; Choose language appropriate for audience

RIT 161-170: Identify correct word order in 4-6 word sentences; Choose correct word to complete a

sentence; Form question order of simple sentences; Choose a simple 2-4 word main topic; Add simple details to topic; Describe a given picture in a simple sentence; Identify gerund

phrases; Add details as appropriate to a given topic


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WRITINGISAT Goal: Writing Process

Subskill: Use Editing and Proofreading Processes

RIT 231-240: Identify strong adverbs; Identify indefinite pronouns; Use metaphors for emphasis; Conjugate irregular

verbs correctly

RIT 221-230: Use complex sentence order in paragraph; Use verb phrases; Use exaggerated figures of speech

for emphasis

RIT 211-220: Use commas in a series of participial phrases; Use strong topic sentences with strong verbs;

Use capitals in a letter closure; Use abbreviations in appropriate places

RIT 201-210: Use capitals in magazine, newspaper, essay and titles; Use commas in letter closure; Punctuate

introductory dependant clauses; Capitalize inside addresses; Punctuate non-essential parenthetical phrases with commas

RIT 191-200: Capitalize royal titles, professional titles, and personal titles; Use similes for comparison; Identify

suffixes; Use slang words for a direct purpose; Proof for spelling errors; Use commas between city and state; Edit sentence fragments; Use correct return address format; Capitalize government bodies; Use parallelism between subject and direct object; Use appositives

RIT 181-190: Capitalize first word of sentence; Use periods with abbreviations; Capitalize greetings and personal

titles; Capitalize inside quotations; Use comparative phrases; Use commas for introductory words (i.e. well, no); Use commas between two main clauses; Use descriptive writing mode; Write business letters; Use commas in adverbial clauses; Identify subject from predicate; Use past participial

phrases; Use correct compass points; Use compound personal pronouns; Use correct indentation; Use auxiliary verbs correctly; Capitalize literary titles

RIT 171-180: Capitalize names of countries; Spell 3-4 syllable words; Edit out off-topic sentences;

Punctuate correctly; Use comparative words; Capitalize professional titles; Use interrogatives; Create strong sentence beginnings; Use verbs correctly (present perfect,

future); Edit for subject–verb agreement; Use strong conclusions; Write directions; Use dashes correctly; Edit for pronoun-antecedent agreement; Proofread for tense agreement; Use commas in a series; Use apostrophes for possessives; Use quotation marks; Write personal letters; Use prepositional phrases; Use capitals with initials; Use capitals with titles; Use paragraphing strategies; Use independent

clauses correctly; Avoid double negatives

RIT 161-170: Use imperatives; Use capitals at the beginning of the sentence; Use present participles;

Use verb phrases; Categorize words; Write letters to a specific audience; Use capitals for title of names; Use periods; Use superlatives correctly; Use exclamations for emphasis;

Use third person pronouns; Spell irregular verbs correctly; Align subjects and direct objects; Align subject-verb agreement; Use nominative case; Use capitals for holidays; Use rhyming

words in poetry; Use apostrophes for contractions; Use future tense


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WRITINGISAT Goal: Composition and Structure

Subskill: Use DetailsRIT 211-220: Select clear details for paragraph

RIT 201-210: No skills listed

RIT 191-200: Use imagery in poetry

WRITINGISAT Goal: Composition and

StructureSubskill: Composition Forms

RIT 231-240: Find the four sentence types within a given paragraph

RIT 221- 230: Select sentences that support topic sentences; Select sentences

that support conclusion; Identify all four sentence forms within a lengthy paragraph

RIT 211-220: Write limericks; Define composition forms in lengthy passages


Subskill: Use Variety of ComponentsRIT 231-240:

Edit sentences to create complete paragraphs

RIT 221-230: Identify topic sentence when it is not the first sentence of the paragraph

RIT 211-220: Edit sentences into multi-paragraphs; Determine method of organization

(i.e. order of events, from examples to main idea, go from main idea to examples)

8All Information taken from NWEA Idaho Learning ContinuumRIT Below 150:

No skills listedRIT 151-160:

No skills listedRIT 161-170: No skills listedRIT 171-180: No skills listed

RIT 210 & Below: No skills listed

RIT 211-220: Edit sentences into multi-paragraphs; Determine method of organization (i.e. order of

events, from examples to main idea, go from main idea to examples)




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WRITINGISAT Goal: Composition and StructureSubskill: Use Appropriate Style & Vocabulary

RIT 211-220: Choose best opening paragraph in a narrative piece of writing; Use of vocabulary of

declarative, imperative, interrogative and exclamatory terms

RIT 201-210: Focus on exclamatory sentence structure; Choose the best definition for the term “topic

sentence”

RIT 191-200: Use strong topic sentences; Plan for strong conclusions; When given a 5-8 sentence

paragraph, edit for off-topic sentences; When reading a short story choose the best ending; Choose the correct paragraph that best explains an action; Focus on imperative

sentence structure; Answer standard questions when writing a news story

RIT 181-190: When given a 4-6 sentence paragraph, choose the off-topic sentence; When given

a series of short sentences, choose the group that iterates one idea

RIT 171-180: Identify topic sentence; Identify correct paragraph; Given four sentences

choose the one that does not belong; Choose a sentence to add to the paragraph that is on-topic; Use strong concluding sentences; When given four

simple sentences choose the best sentence order; Choose the first sentence for the paragraph; Use strong topic sentences; Use correct greetings in a friendly

letter; Use correct format for business letters; Use correct capitalization in greetings and closures

RIT 161-170: Identify off-topic sentences; Choose specific phrases to finish sentence



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Subskill: Use Variety of Formats

RIT 221-230: Write in the persuasive mode



RIT 181-190: Write a job application paragraph; Select appropriate titles for reports

RIT 171-180: Use all four sentence types; Focus on sentence question structure; Write in

the imaginative mode; Write clear directions; Write concise telephone messages; Define the parts of narrative writing

RIT 161-170: Identify sentence types: statement, command, question, and

exclamation. The vocabulary and sentence length increase in difficulty throughout the increased RIT range.; Determine genre (i.e. poem, letter,

story, ad, etc.); Choose audience when writing a friendly letter; Use rhyme in some poetry; Use correct structure in letter writing


Subskill: Use Appropriate Format

RIT 211-220: Use standard forms of indentation; Review several paragraphs and choose the best

organization; Determine the pattern of organization in a lengthy passage

RIT 201-210: Combine sentences into paragraph structure; Look for patterns of organization in a

paragraph; Order sentences into a concise paragraph; Give directions in a systematic order; Use correct business letter structure; Define parts of a research paper; Define

purposes of poetry (i.e. feelings, moods, expressions); Define paragraph by genre; Identify parts of the newspaper

RIT 191-200: Use correct letter format; Develop paragraph with specific details; Edit

paragraph format for fragment and run-on sentences

RIT 181-190: Use indentation for new paragraph; Focus on declarative sentence structure; When given four simple and compound sentences, choose the chronological

order; Choose sentence order when writing directions




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WRITINGISAT Goal: Grammar and Usage

Subskill: Use Adverb Forms

RIT 211-220: Format: Longer sentences, more difficult vocabulary; Recognize correct and

incorrect use of adverbs, including comparative adverb forms; Recognize correct and incorrect comparative adverb forms for words ending in –ly

RIT 201-210: Understand that adverbs can tell “where, when, or how”; Identify adverbs that tell

“when”; Use comparative adverbs correctly; Understand the meaning of comparative adverbs

RIT 191-200: Use adverbs telling “when” correctly; Use comparative adverbs telling “when”

RIT 181-190: Understand that adverbs can tell “where, when, or how”; Identify

adverbs that tell “where”; Use –ly adverbs correctly; Understand the meaning of a phrase telling “where”

RIT 171-180: Use adverbs telling “how”; Recognize phrases that tell “where” or “when”; Use

comparative adverbs telling “how” correctly; Recognize the correct use and meaning of a prepositional phrase containing “under”; Understand the meaning of a

phrase telling “when”


Subskill: Use ClausesRIT 221-230: Identify a dependent clause

RIT 211-220: Identify the main clause in a sentence

RIT 201-210: Understand the intended meaning of a particular clause


RIT Below 150: No skills listed



RIT 171-180: No skills listedRIT 181-190:

No skills listedRIT 191-200: No skills listed

RIT 201-210: Understand the intended meaning of a particular clause



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Subskill: Use Irregular Verb FormsRIT 221-230: Determine which verb to use in a sentence with or without an auxiliary verb; Identify correct

form of less commonly used irregular verbs

RIT 211-220: Identify troublesome irregular verbs (lie/lay, sit/set, etc.)

RIT 201-210: Format: Difficulty of vocabulary increases in this RIT range; Determine which verb to use in sentences

with or without auxiliary verbs

RIT 191-200: Identify common irregular past tense forms of verbs; Recognize more difficult irregular verb forms;

Recognize or determine the correct use of irregular past tense verbs

RIT 181-190: Determine which verb to use in a sentence; Determine which verb phrase to use in a

sentence; Determine which verb to use in a sentence that has an auxiliary verb; Identify the past tense of an irregular verb

RIT 171-180: Format: Single word verbs only in this RIT range; Determine the correct verb form to use in a

sentence (range of difficulty from come/came to catch/caught); Determine the correct verb forms to use in a compound or complex sentence

RIT 161-170: Determine the correct common irregular verb form to use in a short, simple sentence


Subskill: Use PhrasesRIT 231-240: Recognize and identify a prepositional phrase containing ‘within’; Recognize adverb and

adjective phrases

RIT 221-230: Recognize a simple noun phrase; Recognize and identify a prepositional phrase containing

‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

RIT 211-220: Recognize what part of the sentence a prepositional phrase modifies; Recognize a

prepositional phrase used as an adjective; Recognize the meaning of a verb phrase

RIT 201-210: Vocabulary: prepositional phrase; Identify a prepositional phrase; Recognize a

phrase telling “which”

RIT 191-200: Understand the meaning of a phrase telling “why”; Recognize phrases telling “how” or

“where”

12All Information taken from NWEA Idaho Learning ContinuumRIT 191-200:

Understand the meaning of a phrase telling “why”; Recognize phrases telling “how” or “where”



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Subskill: Use Noun Forms

RIT 231-240:Recognize the correct plural spelling of a noun ending in “y” when just an ‘s’ is added; Recognize the

correct plural forms of irregular and not frequently used plurals

RIT 221-230: Understand the meaning of a plural possessive noun; Recognize the correct possessive form

of a word; Distinguish a possessive noun from a plural noun or a noun used as a contraction with ‘s for “is”; Recognize the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting); Distinguish irregular plurals from words that are not plural

RIT 211-220: Recognize which is not a correct irregular plural noun; Identify a plural possessive noun;

Distinguish plural nouns from singular collective nouns, nouns that end in ‘s’, and possessive nouns; Identify a noun that is an idea or a feeling, not just a person, place, or thing

RIT 201-210: Recognize the correct plural form of a noun; Understand the meaning of a singular possessive

noun; Recognize the correct irregular plural form of a noun; Identify which word is not a plural noun; Recognize the correct use of a plural noun in a sentence; Distinguish possessive nouns

from contractions; Recognize a collective noun as being singular, distinguishing it from plural nouns

RIT 191-200: Identify a word as a noun; Identify which is the noun in a sentence; Recognize the correct

plural form of a noun used in a sentence; Recognize plural nouns needing the –es ending; Recognize a noun that is not plural; Recognize the irregular plural form of a noun; Identify which is not a correct irregular plural noun; Recognize the correct use of a singular possessive noun

RIT 181-190: Recognize a regular plural noun used in a sentence; Recognize an irregular plural

noun used in a sentence; Recognize the irregular plural form of a noun; Recognize the correct plural spelling of a noun ending in “y”

RIT 171-180: Recognize the regular plural form of a noun; Recognize simple irregular plural nouns;

Recognize regular plural nouns needing –es ending; Recognize the correct use of a singular possessive noun; Identify a noun

RIT 161-170:Recognize the regular plural form of a noun (add s); Recognize simple irregular plural nouns;

Recognize that a noun is to be used as a direct object



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Subskill: Use Negative FormsRIT 231-240: Recognize the correct and incorrect use of negatives “hardly” and “barely”; Recognize the

correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we

RIT 221-230: Recognize the correct and incorrect use of negatives “hardly” and “scarcely”; Recognize

the correct use of only one negative in a sentence: haven’t anything

RIT 211-220: Recognize the correct use of negatives “hardly” and “scarcely”

RIT 201-210: Recognize the correct use of only one negative in a sentence: no more than; hasn’t any;

Recognize that two negatives in a sentence is not Standard English; Use “n’t” contractions correctly

RIT 191-200: Recognize the correct use of only one negative in a sentence: isn’t any; has no; doesn’t have;

haven’t any

RIT 181-190: Recognize the correct use of only one negative in a sentence: can’t – anybody; doesn’t – any; have

never had any

RIT 171-180: Recognize the correct use of negative phrase “doesn’t have”


Subskill: Subject & Predicate

RIT Above 221: Identify the predicate of a sentence; Identify the part needed to complete a sentence:

subject, object, or adjective to complete the linking verb; Verbalize that a predicate contains a verb

RIT 211-220: Identify the subject of a sentence

RIT 201-210: Name the two main parts of a sentence

RIT 191-200: Identify the subject of a sentence; Identify a complete sentence where the

predicate is written first; Recognize where to divide a sentence between the subject and the predicate




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Subskill: Subject-Verb Agreement

RIT Above 221: Recognize the correct use of subjects or verbs in the following cases: (a) Complex subject (“one of the

__s”, “all of the __s”) – linking verb, (b) “There” – linking verb – plural noun, (c) Indefinite pronoun – linking verb

RIT 211-220: Recognize the correct use of subjects or verbs in the following cases: (a) First

person singular subject – main verb, (b) Identify a singular subject by recognizing form of the verb in the predicate

RIT 201-210: Recognize the correct use of subjects or verbs in the following cases: (a) Singular

subject – linking verb, (b) Singular subject – main verb, (c) Plural subject – linking verb, (d) Plural subject – auxiliary verb

RIT 191-200: Recognize the correct use of subjects or verbs in the following cases: (a) Compound

subject – linking verb, (b) Compound subject – verb phrase, (c) Third person singular subject – main verb, (d) Plural subject – auxiliary verb or verb phrase

RIT 181-190: Identify the subject and predicate of a sentence; Recognize word order necessary to

form a complete sentence; Recognize the correct use of subjects or verbs in the following cases: (a) Singular or plural subject - verb phrase, (b) Compound subject or third person plural subject - linking verb or present participle, (c) Third person singular

subject - auxiliary verb, (d) Third person singular or plural subject – main verb, (e) First person plural subject – main verb

RIT 171-180: Recognize the correct use of subjects or verbs in the following cases: (a) Third

person subject - linking verb, (b) Singular subject - verb phrase, (c) Third person plural and second person singular - correct present participle to use as the

first word in a question

RIT 161-170: Recognize the correct use of subjects or verbs in the following cases:

(a)Third person singular or plural subject - present participle, (b) Second person singular subject - present participle to use as first word in a

question, (c) Subject-verb agreement in a short simple sentence



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Subskill: Use Adjective Forms

RIT 221-230:Recognize correctly and incorrectly used comparative forms, use tricky context clues to

determine correct use

RIT 211-220: Recognize that adjectives are words that describe things; Use comparatives “-y,

-ier, -iest” correctly; Understand that there are names for various parts of speech; identify which word in a sentence is the adjective; Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational); Understand that comparative –er means to compare two things; Understand the correct use of “good” as an adjective, not an adverb

RIT 201-210: Use comparatives “less, least” correctly; Understand the meaning of comparative

adjectives; Identify adjectives used in a sentence; Recognize correctly and incorrectly used comparative forms

RIT 191-200: Use comparatives “bad, worse, worst” correctly; Use comparatives “more, most”

correctly; Use comparative adjectives (-er, -est) correctly; Recognize correctly and incorrectly used comparative forms; Use adjectives telling “what kind”

RIT 181-190: Use comparative adjectives (-er, -est) correctly; Use comparatives “good,

better, best” correctly; Identify a word describing a noun in a sentence; Recognize the correct use of comparative adjectives; Use superlative

adjectives correctly

RIT 171-180: In a short, simple sentence, use an adjective that tells “what kind”;

Use comparatives “good, better, best” correctly; Use comparative –er correctly; Use superlative –est correctly

RIT 161-170: Recognize the correct use of comparative adjectives -er and –est



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Subskill: Noun-Pronoun Antecedent

RIT 231-240: Recognize clear or unclear pronouns-antecedents


RIT 201-210: Identify the noun replaced by a pronoun; Replace more than one noun with the correct

pronouns, matching gender and type of pronoun: nominative, objective, and possessive; Use the correct pronoun in one sentence to match the number and gender in another: them


RIT 181-190: Use the correct pronoun in a sentence to match number, gender, thing in a

previous sentence: it, her, they, he, his, himself; Identify the noun in one sentence referred to by a nominative or possessive noun in another

RIT 171-180: Recognize that “___ and I” = “we”; Use the correct pronoun to match the

number and gender of the subject: he, they, him; Identify the noun in one sentence replaced by a pronoun in another

RIT 161-170: Understand that pronouns take the place of nouns; Identify the pronoun used to take

the place of a singular “thing”


Subskill: Run-ons & Fragments

RIT 211-220: Identify sentence fragments

RIT 201-210: Recognize complete and incomplete sentences (first time this term appears); Recognize

a group of words as an incomplete sentence or a question




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Subskill: Sentence Structure, Type, Kind

RIT 231-240: Identify a complex sentence

RIT 221-230: Identify sentence patterns (sentences containing adjectives and helping verbs): noun-verb, noun-

verb-noun, noun-linking verb-noun; Determine the correct verb forms or verb phrases to use in compound or complex sentences

RIT 211-220: Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-

noun, noun-verb-verb; Identify a sentence as simple or compound; Complete sentences correctly with words or phrases; Recognize sentences with clear meaning and correct form; Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb; Recognize complete complex sentences

RIT 201-210: Identify compound sentences; Identify sentence patterns (some articles and possessive pronouns

used in short, simple sentences): noun–verb, noun-verb-noun; Change the word order and keep the same meaning; Add a phrase to form a complete sentence; Verbalize what sentence part is needed to form a complete sentence: subject, object, adjective, or subordinate clause

RIT 191-200: Recognize sentences that are complete and not complete; Complete sentences with the correct

phrase; Recognize complete sentences containing only a noun and a verb; Identify a simple sentence; Identify the correct word order to form a sentence; Identify a group of words as an incomplete sentence; Identify two sentences with different word order but the same

meaning; Turn a clause into a complete sentence

RIT 181-190: Format: Statements, questions, and commands; Recognize word order specific to a

question; Identify/recognize complete sentences with adverb phrases or nouns of direct address at beginning (comma in sentence); Select words in two places to

form a complete sentence; Identify a group of words as an incomplete sentence; Identify sentences containing more than one idea; Identify a group of words that do not

form a complete sentence – requiring very careful reading

RIT 171-180: Format: Statements, questions, and commands; Select words to form a complete sentence;

Recognize a complete sentence; Recognize words that do not form a complete sentence; Recognize a complete question; Recognize word order that makes sense (syntax)

RIT 161-170: Format: Statements, questions, and commands; Recognize a complete sentence; Arrange

words in order to form a complete sentences



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Subskill: Use Pronoun Forms

RIT 221-230: Recognize the correct and incorrect use of nominative and objective case pronouns in complex

sentences; Use nominative pronouns followed by a noun correctly: We boys will…; Use nominative pronouns correctly as the first word in a compound subject; Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several); Distinguish “that” used as a pronoun from “that” used as an adjective; Recognize the correct and incorrect use of “who, who’s, and whose”

RIT 211-220: Identify which word in a sentence is the pronoun; Recognize the correct and incorrect

use of reflexive, nominative, possessive, and objective pronouns; Understand the meaning of a pronoun: “all of us” = “we”; Use nominative case pronouns correctly; Use

nominative pronouns correctly in compound subjects; Recognize the correct and incorrect use of “I” in a compound subject or in a list; Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves; Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each,

one, either)

RIT 201-210: Recognize the correct and incorrect use of nominative, objective, possessive,

and demonstrative pronouns; Use objective pronouns correctly in a complex sentence: Everyone except ___…; Recognize correct and incorrect use of “their,

they’re, and there”; Use reflexive pronouns correctly: themselves


RIT 171-180: Understand the meaning of possessive pronouns used in a sentence



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Subskill: Use Variety of Sentences

RIT 211-220: Understand that sentences tell past, present, or future; Identify which sentence tells

past

RIT 201-210: Sentences have more complex syntax and phrasing, more difficult vocabulary;

Identify sentences that tell past, present, or future

RIT 191-200: Format: Sentences in this RIT range often begin with prepositional or adverb

phrases; Recognize that sentences can tell past, present or future actions; Identify a sentence that tells past action; Identify a sentence that tells future

action

RIT 181-190: Format: Sentences become more complex, with more difficult vocabulary;

simple paragraph

RIT 171-180: Format: Short sentences, 2–10 words, basic vocabulary

RIT 161-170: Format: Short sentences, 4-6 words, using very basic vocabulary



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Subskill: Noun-Pronoun Agreement

RIT 191-200: Use possessive pronouns correctly: their, theirs, his, hers, its; Recognize the correct

and incorrect use of she/her as subject or object; Recognize the correct and incorrect use of “I” in a compound subject or in a; Use reflexive pronouns correctly: themselves; Recognize the correct use of “whom” (With whom are you…?)

RIT 181-190: Identify the pronoun used to take the place of “___ and me”; Use possessive pronouns

correctly: their; Use reflexive pronouns correctly: myself, themselves; Identity pronouns used to replace singular or plural “things”: it, them; Use objective pronouns correctly: her, him; Recognize the correct and incorrect use of “I” in a

compound subject (“___ and I”); Use nominative pronouns correctly by matching gender; Use indefinite pronouns correctly: everyone; Identify pronouns used to replace singular or plural nouns: her, they

RIT 171-180: Use objective pronouns correctly: us, him, her, them; Identify the pronoun used to

take the place of a compound or singular subject; Recognize correct and incorrect use of demonstrative pronouns “them” and “those”; Use nominative pronouns

correctly: he, she, we; Use indefinite pronouns correctly: all, some, none; Use the pronoun “I” correctly in a compound subject; Use objective pronouns correctly in compound

direct objects: “___ and us”; Use possessive pronouns correctly: hers, his

RIT 161-170: Use objective pronouns correctly: me, us, them; Use nominative pronouns correctly: he, she,

or they; Use possessive pronouns correctly: her



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Subskill: Use Verb Tense

RIT 221-230: Recognize sentences in which the subject of the sentence is the “doer” of the action

RIT 211-220: Determine the correct verb form to use in a sentence; Identify the verb form not used correctly in a

sentence; Recognize verbs that have the same form for both present and past tense; Understand that there are names for various parts of speech; identify which word in a sentence is the verb; Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb; Understand the meaning of a complex verb phrase; Determine which verb form is correctly used in a complex sentence

RIT 201-210: Understand the tense and meaning of verbs, replace with similar verbs of the same tense and

meaning; Determine the correct verb tense to use in a sentence; Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs; Identify present tense verbs; Determine the correct verb phrase to use in a sentence

RIT 191-200: Identify the past tense of a verb; Determine which verb to use in a question that has an auxiliary verb at

the beginning of the sentence; Recognize or determine the correct use of regular past tense verbs; Determine the correct verb to use in a sentence with auxiliary verbs; Tell the meaning of “past

tense of a verb”; Determine the correct verb to use to tell future actions

RIT 181-190: Recognize a sentence that tells past action or events; Identify the correct past tense form of

common irregular verbs; Recognize or determine the correct use of common irregular past tense verbs; Recognize or determine the correct use of past tense helping or auxiliary verbs; Determine the correct use of a verb phrase; Recognize the correct use of gerunds; Recognize the correct use of regular past tense verbs; Determine the correct

verb tense to use in a sentence; Recognize or determine the correct use of future tense verbs and verb phrases; Identify which word is a verb

RIT 171-180: Recognize the correct use of present tense verbs (will ____); Recognize the correct use of

common irregular past tense verbs; Recognize past tense verbs used correctly in sentences; Recognize the correct use of present progressive verbs (is __ing); Determine the correct verb

form to use in a sentence; Distinguish which sentence tells past tense; Recognize the correct use of a past tense helping or auxiliary verb; Identify the correct irregular past tense form of a verb

RIT 161-170: Recognize the correct use of past tense verbs (add –ed); Recognize the correct use of past progressive

(was __ing); Recognize the correct use of common irregular past tense verbs



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WRITINGISAT Goal: Capitalization

Subskill: Beginning CapitalizationRIT 211-220:

Capitalize only the first word in the greeting and closing of a letter with no proper nouns

RIT 201-210: Capitalize the first word in the greeting and closing of a letter; Capitalize the first

word in the sentence; Capitalize only the first word in a multi-word greeting or closing

RIT 191-200: Capitalize the first word in the sentence; Capitalize the first word in the greeting and

closing of a letter; Capitalize only the first word in a sentence without proper nouns; Capitalize the beginning of each sentence in a group of sentences; Capitalize first word and proper nouns

RIT 181-190: Capitalize the first word in the sentence; Capitalize the first word in the greeting

and closing of a letter; Capitalize the beginning of each sentence in a short group of sentences; Recognize a group of words as a sentence and

capitalize the first word; Capitalize first word and names; Identify a sentence in which the first word is not correctly capitalized; Capitalize

only the first word in a sentence without proper nouns

RIT 171-180: Capitalize the first word in the sentence; Capitalize “Dear” in a letter greeting;

Capitalize “Love” in a letter closing; Capitalize only the first word in a sentence of common nouns


Subskill: Pronoun “I”

RIT 191-200: Identify the sentence not capitalized correctly (“I” the error); Identify “I”

errors twice in the same sentence

RIT 181-190: Identify or correct several errors including “I” in one sentence; Identify “I”

errors twice in the same sentence

RIT 171- 180: Generalize the rule: always capitalize “I”; Identify or

correct several errors including “I” in one sentence

RIT 161- 170: Vocabulary – capitalized; Lack of capital for “I” the only error to

identify




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Subskill: Adjectives, Titles, Sentence Beginnings

RIT 221-230: In a quotation, capitalize only the first word if the sentence continues past the part

identifying the speaker; All titles

RIT 211-220: In a quotation, capitalize only the first word if the sentence continues past the part

identifying the speaker; Compass directions – when to and not to capitalize them; Full names, including titles

RIT 201-210: Capitalize first word of a quotation; Distinguish sentences using quotations that are not

capitalized correctly; Capitalize the first word in the sentence and the first word of a quotation; Capitalize the first word in the sentence, the first word of a quotation, and proper nouns; Capitalize the beginning of each sentence in a group of

sentences, including quotations within sentences

RIT 191-200: Capitalize the first word in the sentence and the first word of a quotation;

Verbalize the rule telling which word in a quotation is always capitalized; Book, movie, TV show, magazine titles: know which words to and not to capitalize

RIT 181-190: Capitalize first word of a quotation; Book or movie titles; Professional titles

RIT 171-180: Abbreviated professional and personal titles: Mr., Mrs., Dr.; Initials; Book titles; Professional

titles (Mayor ___, Congressman ___)



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Subskill: Fundamental RulesRIT 221-230: Format: Sentences contain various combinations of correctly and incorrectly used capital

letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns; Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother); Generalization of capitalization rules – classifying types of nouns that should be capitalized; When to capitalize family relationships

RIT 211-220: Format: Most items also call on finer distinctions between common and proper

nouns, depending on how they are used in the sentence (Mother, my mother); Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph; All titles: what to capitalize and what not to capitalize; Generalize capitalization rules

RIT 201-210: Format: Most of the items in this range require correct identification of

more that one capitalization error, either missing capitals or incorrect capitals; Format: Longer passages in many of the items; Generalize rules

of when to capitalize the first word: sentences, poems, letter greetings; Differentiate between similar common and proper nouns; Radio and TV

station initials; All titles: which words should and should not be capitalized; Compass directions: when they are correctly and incorrectly capitalized

RIT 191-200: Format: Most of the items in this range require correct identification of more

than one capitalization error, either missing capitals or incorrect capitals; Distinguish between common and proper nouns; Generalize rules of capitalization


RIT 161-170: Format: Short sentences, simple vocabulary; Capitalize the first word in the sentence



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Subskill: Nouns & Proper Nouns

RIT 221-230: Full names, professional and family titles; Holidays and special events; Nationalities, languages,

countries, continents; Towns, cities, particular geographic locations (___ Valley, Mt. ___); Organizations, clubs, teams, groups; Classes, courses; Religions

RIT 211-220: Countries, nationalities, languages; Holidays, special events; Places, rivers, parks,

bridges, monument; Artistic groups; Buildings, businesses, stores

RIT 201-210: Full names, including titles and initials; Particular places, points of interest, buildings,

monuments; Teams, organization, government bodies; Countries and continents; Historical events and eras; Companies, stores, products; Classes, schools; Ships; Identify proper nouns

RIT 191-200: Places: rivers, mountains, countries, states, cities, monuments, buildings, points of

interest; Organizations and government bodies; People’s full names, including initials and titles; Identify a “proper noun”; Company and product names; Nationalities and

languages; Team names

RIT 181-190: Format: Towards the end of this range, some of the items require reading multiple

sentences in one passage; Identify nouns correctly or incorrectly capitalized; Correctly capitalize up to four words in the same sentence; Distinguish between common and proper nouns

Names of people: full name, including initials and titles; Places: countries, cities, states, vacation spots; Pets’ names; Historical events;

Course names; Names of organizations

RIT 171-180: Differentiate between common and proper nouns; Correctly capitalize up to four

words in the same sentence; Identify nouns correctly or incorrectly capitalized

Particular place names: states, city and state (both); Names of people: first, middle, and last; Nationalities; Street names

RIT 161-170: Particular place names: cities, vacation spots, rivers, states; Days and months; Family,

personal, or professional titles: Dr., Uncle __, Rev., Miss, Mrs.; Names of people; Holidays



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WRITINGISAT Goal: Punctuation

Subskill: Use End Punctuation

RIT 211-220: Identify correct punctuation in a 16-20 word compound sentence; Use correct

punctuation when sentence ends with an abbreviation] Identify correct punctuation in a 5-7 sentence paragraph

RIT 201-210: Identify different meanings of the same sentence when end punctuation is changed;

Identify incorrect end punctuation; Identify periods when given a paragraph

RIT 191-200: Use correct end punctuation in 8-10 word sentences; Mark each end punctuation

correctly when writing a multi-paragraph friendly letter

RIT 181-190: Use correct end punctuation on a collection of sentences; Use question

marks correctly when writing a friendly letter

RIT 171-180: Identify punctuation never used at the end of the sentence; Use question, period,

or exclamation mark at the end of 5-8 word sentences

RIT 161-170: Use question marks on 3-4 word interrogative sentences; Use periods on imperative

sentences; Use periods on declarative sentences; Use exclamation marks on exclamatory sentences


Subskill: Use Marks in Dialogue

RIT 211-220: Use quotations in quoted material; Use single quotation inside quotation marks

RIT 201-210: Use quotations in titles; Use parentheses around non-essential phrases

RIT 191-200: Use quotation on both sides of split direct conversation

RIT 181-190: Use quotation marks for direct conversation




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Subskill: Use Underlining in Titles

RIT 221-230: Underline play titles

RIT 211-220: Underline movie titles; Underline magazine titles


RIT 191-200: Underline book titles

WRITINGISAT Goal: PunctuationSubskill: Use Apostrophes

RIT 221-230: Use apostrophes for plural possessives in a compound sentence

RIT 211-220: Use apostrophes for subject and helping verb contractions

RIT 201-210: Use apostrophes in possessive plurals; Use apostrophes with helping verb and “not”

RIT 191-200: Use apostrophes in pronoun contractions

RIT 181-190: Use apostrophes in irregular contractions

RIT 171-180: Use apostrophes in singular possessives

RIT 161-170: Use apostrophes in contractions with verb and “not”




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Subskill: Use Commas with Dependent/Independent Clauses

RIT 211-220: Use commas between two main clauses in a compound complex sentence

RIT 201-210: Use commas between two main clauses in a complex sentence

RIT 191-200: Use commas in dependant clauses; Use commas between two main clauses; Use commas in a compound sentence


Subskill: Use Commas with Phrases

RIT 231-240: Use commas around dependant clauses in compound, complex sentences


RIT 201-210: Use commas after participial phrases in a lengthy paragraph

RIT 191-200: Use commas after participial phrases; Use commas after an introductory adjective phrase; Use commas around appositives




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Subskill: Use Commas

RIT 221-230: Use commas to separate adverbial introductory clauses in a complex sentence

RIT 211-220: Use commas in a direct quotation; Use commas around non-essential phrases

RIT 201-210: Use commas after a direct address in an imperative sentence; Use commas after

participial phrases in a lengthy paragraph; Use commas in non-essential parenthetical phrases; Use commas around interrupting phrases contained within

the sentence

RIT 191-200: Use commas around parenthetical phrases

RIT 181-190: Use commas in personal greetings, Use commas in introductory

words, (i.e. well, no, sorry); Use commas between two main clauses; Use commas after introductory clauses; Use commas after introductory

adverbial clauses; Use commas in a letter closing; Use commas after direct address; Use commas between city and state

RIT 171-180: Use commas in a series

RIT 161-170: Correctly place commas in the date



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WRITINGISAT Goal: Spelling

Subskill: Conventional Rules

RIT 231-240: Tricky, troublesome words; Distinguish which homograph is not correctly

used

RIT 221-230: Troublesome spelling patterns: (a) -ance/-ence; (b) ei/ie; (c) -ary/-ery; (d)

plural form of words ending in “o”

RIT 211-220: Troublesome spelling patterns: (a) -ance/-ence, (b) ei/ie, (c) -ary/-ery, (d) plural

form of words ending in “o”

RIT 201-210: Distinguish the correct spelling of a word from incorrect versions; Identify

which word is or is not spelled correctly

RIT 191-200: Format: Many longer words: three and four syllables; Format:

Less frequently used words; Distinguish the correct spelling of a word from incorrect versions; Recognize the correct spelling of

“ui” words; Recognize the correct spelling of “ie” or “ei” words

RIT 181-190: Recognize misspelled common compound words; Distinguish the correct

spelling of a word from incorrect versions; Identify two words misspelled in one sentence; Recognize the correct spelling of a plural noun: change “y” to “i”

and add “-es”; Recognize a sentence in which all words are correctly spelled (up to 8 words); Recognize an incorrectly used homograph in a sentence

RIT 171-180:Recognize words misspelled when endings added: double final consonant, add -ed; drop e, add –ing

WRITINGISAT Goal: SpellingSubskill: Prefix-Suffix Rules

RIT 201-210: Recognize correctly and incorrectly applied basic spelling rules when adding endings

or affixes; Recognize when to double final consonant before adding ending

RIT 191-200: Recognize correct application of basic spelling rules: (a) Change “y” to “i” and add

ending, (b) Change “f” to “v” and add –es, (c) Drop final “e” and add –ing, -ed, or –ous; Recognize correct and incorrect spellings of root words with affixes: un-, -

ly, a-, dis-, -able, im-, mis-, -ful, -ness; Recognize the correct spelling/pronunciation of words ending in –th or –the

RIT 181-190: Recognize the correct spelling of root words with suffixes added: -ous, -y, -less, -ing, -ed




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WRITINGISAT Goal: Spelling

Subskill: Accuracy and High-Frequency Words

RIT 201-210: Format: Generally more difficult, commonly misspelled words

RIT 191-200: Recognize common words that have been misspelled, either by sight or by

applying basic rules of phonics; Recognize the correct spelling and use of homographs; Recognize the correct spelling and use of the contraction “it’s”

RIT 181-190: Format: One- or two-syllable words, with some of three-syllables at upper RIT

range; Recognize words misspelled when endings added: double final consonant, add -ing; drop e, add –ing

RIT 171-180: Format: Short, one- or two- syllable words, frequently used words;

Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics

RIT 161-170: Recognize common words that have been misspelled, either by sight or by

applying basic rules of phonics



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READINGISAT Goal: Word Analysis

Subskill: Structural Analysis

RIT Above 211:Items include same skills and content as above with more difficult vocabulary and

extended thinking

RIT 201-210: Form multi-syllable compound words; Identify word that, with correct prefix,

becomes its own antonym; Identify suffix which will give new meaning to specified word

RIT 191-200: Identify and/or form compound words

RIT 181-190: Find the word with the correct prefix in a complex sentence; Identify word using

correct suffix to complete sentence; Identify the two words that make up a contraction; Divide words into syllables; Find the pairs of 2 and 3 syllable words that sound alike

RIT 171-180: Choose the compound word that is missing in a sentence; Know the

meaning of simple compound words; Identify the correct usage of prefixes: un-, con-, dis-, in-, extra-, over-, re-, trans-, pre-, de-; Know the meaning of

prefixes: dis-, un-, re-; Identify the correct usage of suffixes: -er, -less, -ful, -ary, -able, -y; Know the meaning of suffixes: -er, -less, -ful, -ary, -able, -y; Know the correct usage of comparative suffixes: -er, -est; Put words in alphabetical order

RIT 161-170: Use word endings -et, -er, -le, -e to find word meaning; Use picture

clues to form simple compound words; Identify compound words; Recognize when to change y to i and add ending; Identify the correct

usage of prefixes (non-, un-, dis-, re-) with the same base word; Know the meaning of the prefix “un”; Identify the correct suffix or prefix to use with the

same base word (-less, -ful, -ing, -er); Know the meaning of the suffix “-er”; Know the two word meanings of simple contractions such as “you’re = you are;

Put upper case letters in alphabetical order

RIT 151-160: Identify the correct prefix (un-, dis-, in-, con-) to use with simple base words; Know the

two word meanings of simple contractions, such as “it’s = it is”



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Subskill: Root Words, Suffixes, Prefixes

RIT Above 211: Items include same skills and content as above with more difficult vocabulary and

extended thinking.

RIT 201-210: Identify base or root word in multi-syllable words

RIT 191-200: Given a root word definition find word that means ______; Given a prefix definition,

identify the word meaning ______, with a variety of prefixes from which to choose; Given the root meaning, identify word meaning______, with a variety of

suffixes from which to choose

RIT 181-190: Identify the root or base word in a multi-syllable word

RIT 171-180: Find the root word when used with simple prefixes and suffixes

RIT 161-170: Find the root word


Subskill: Decoding Strategies

RIT 171-180: Recognize beginning blends gr/ fr/ sc

RIT 161-170: Recognize vowel digraphs ew, eu, oi, ey; Recognize beginning sounds cr, bl,

kn; Combine simple word family endings with beginning sounds to form words

RIT 151-160: Recognize beginning sounds ch/cl/c/s




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Subskill: Phonological Awareness

RIT 191-200: Find the word that rhymes with a non-phonetic spelling; Identify same ending

sound within a list of several words; Identify same ending sounds


RIT 171-180: Recognize medial vowel sounds ow/ short i, and the -ed ending; Recognize

which letters are vowels; Match the words in phrases and simple sentences; Recognize one-syllable rhyming words

RIT 161-170: Recognize short vowels a/I; Recognize ending sounds n/t; Identify

simple rhyming words

RIT 151-160: Recognize the correct use of the plural “s” ending; Match

upper and lower case letters

RIT Below 150: Recognize initial consonant h/p; Recognize short vowels a/o; Recognize

plurals; Recognize basic sight words



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READINGISAT Goal: Vocabulary

Subskill: Context Clues

RIT Above 221: Items include same skills and content as lower RIT bands with more difficult vocabulary and

extended thinking.

RIT 211-220: After reading a sentence with a paragraph of 75-100 words, use the context of the

sentence to find the meaning of specific word, After reading a story, find the word in the story which means about the same as underlined word, Increased vocabulary within the story or passage

RIT 201-210: After reading a paragraph of 50-75 words, use context to determine meaning of a

specific word in paragraph, Given a complex sentence, determine which of four words is synonym (not defined) for underlined word, Knowledge of vocabulary with or without context within a complex paragraph, Recognize and understand a variety of word referents, Recognize and understand sentences containing explanatory phrases, sometimes set off by commas

RIT 191-200: Use context to determine meaning of specific word in paragraph of 30-60 words,

Identify which of four words is the defined synonym for underlined word in sentence, Know vocabulary with/ without context

RIT 181-190: Demonstrate knowledge of increased vocabulary within the context of a sentence or

paragraph, Find a sentence which does not use a multiple meaning word correctly, Use context to determine the meaning of a word in a paragraph, Choose which of four

sentences best expresses the meaning of idiomatic expression

RIT 171-180: Use a picture to identify a word, Use context to determine which of 4 words

means the same as underlined word from paragraph of 20-30 words, Use context through complex sentences and phrases to find the meaning of an

unfamiliar word, Use context and inference to find a missing word, Use context to find the meaning of idiomatic phrases, Use context to find meaning of

compound words, Use context to find the opposite meaning of a word, Demonstrate acquisition of more specific vocabulary

RIT 161-170: Use a picture to identify a word or sentence, Use context to find

the meaning of an unfamiliar word in short sentences, Use context to find a missing word in simple and compound sentences,

Use context to find multiple meanings when given a word list, Use word context to define evaluative meaning, Use context to find the

opposite meaning of a word

RIT 151-160: Match a picture with a sentence, Use context to find the meaning of an

unfamiliar word using simple vocabulary, Use context to find a missing word in a simple sentence, Make inferences from context

RIT Below 150: Associate single words with pictures



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READINGISAT Goal: Vocabulary

Subskill: Multiple MeaningsRIT Above 211: Items include same skills and content lower RIT bands with more difficult vocabulary and

extended thinking.

RIT 201-210: Use context of an advertising passage to figure out a word that has multiple meanings


RIT 171-180: Understand the correct meaning of a word that can have multiple meanings; Use

context to understand multiple meanings within a passage

RIT 161-170: Use multiple meanings to define simple words

ISAT Goal: VocabularySubskill: Antonyms, Homonyms, Synonyms


extended thinking.

RIT 211-220: Find words with opposite meanings within the context of a story or passage

RIT 201-210: Identify sentence which means the opposite in a paragraph of 50-75 words; Choose word

missing in the sentence when all choices are homonyms

RIT 191-200: Given a sentence with a missing word, identify correct missing word from a list of

homonyms; Find pairs of words that are synonyms (defined in question); Find groups of words with meaning that is similar to a given word

RIT 181-190:Identify the word which is opposite of a given word; Identify words that are not antonyms

(Term is defined in question. Identify the antonym in context.); Find the synonym for the word underlined in sentence; Identify which two words are synonyms as defined in a

multiple sentence question

RIT 171-180: Find the opposite meaning of a word; Recognize pairs of word opposites; Recognize

word pairs with similar meanings in complex sentences and paragraphs

RIT 161-170: Find the opposite meaning of simple words; Identify simple homonyms; Recognize the

correct usage of simple homonyms; Recognize word pairs with similar meanings in longer sentences

RIT 151-160:




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Recognize word pairs with similar meanings; Use context to determine which of 4 words means the same as underlined word in sentence (synonym)

READINGISAT Goal: Literal Comprehension

Subskill: Reading Directions

RIT 231-240: Synthesize/paraphrase directions

RIT 221-230: Understand intent of directions; Synthesize complex directions

RIT 211-220: Synthesize/paraphrase directions; Follow multi-step directions containing adult

vocabulary where the outcome is not obvious; Follow detail in typical medicine or product label; Synthesize intention of directions; Understand small but significant detail in directions

RIT 201-210: Find detail in a typical adult language recipe; Understand complex directions involving

multiple variables (if you want this, do that, if you want something else, do something else…); Understand typical medicine or product labels; Understand vocabulary specific to typical recipes and product labels; Find detail in complex, multi-step directions containing adult language; Paraphrase complex directions; Understand complex directions—must find one detail, then re-read to incorporate previous information; Use skills that progress in difficulty: (a) Skim, scan to locate details, (b) Re-read specific parts, (c) Combine two or more sets of information to complete understanding, (d) Paraphrase

RIT 191-200: Format: Read some adult vocabulary, vocabulary difficulty increases as RIT increases with

up to 12 steps and 200 words; Understand specific detail in a typical recipe; Analyze detail in directions: (a) Determine important information in directions, (b) Determine missing steps in a set of directions, (c) Given directions and actions taken, determine which part of directions not followed correctly; Understand directions on a label containing adult vocabulary; Determine purpose of directions; Understand

directions in a recipe written in paragraph rather than list format; Understand directions on a test or worksheet

RIT 181-190: Format: Read more complex sentences with up to 9 steps and 100 words;

Find literal detail in “how to” directions; Understand literal detail in directions to a place using “left” or “right” or compass directions; Determine

what to do before or after certain steps; Understand directions on a typical label; Infer the purpose of written directions; Find the detail in a typical recipe;

Determine the order of simple directions

RIT 171-180: Format: Read some complex sentences in passages that include up to 7 steps, 60

words; Determine what to do before or after specific steps; Understand directions in a simple label; Find detail in simple directions

RIT 161-170: Format: Read short simple sentences; Follow 3-6 steps, no more than 60 words; Find

literal detail in simple directions; Determine the purpose of simple directions



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ISAT Goal: Literal Comprehension Subskill: Reading for Detail

RIT 231-240: Read passages that contain rich and varied detail, generally unfamiliar content, extensive vocabulary, complex

sentence phrasing; Locate, paraphrase, and interpret multiple details in a detail-filled passage

RIT 221-230: Read passages that contain rich and varied detail, generally unfamiliar content, extensive vocabulary,

complex sentence phrasing; Isolate information not stated in a detail-filled passage; Paraphrase and interpret significant detail; Locate specific detail in a long, detail-filled passage; Locate and interpret several details in a detail-filled passage

RIT 211-220: Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive

vocabulary, complex sentence phrasing; Locate small but significant detail in a detail-filled passage; Understand and interpret significant detail; Understand and paraphrase significant detail; Discriminate between details which are and are not stated in a passage; Locate more than one detail in a detail-filled passage

RIT 201-210: Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary,

complex sentence phrasing; Isolate small but significant detail necessary to answer a question in long, detail-filled passages

RIT 191-200: Format: Read passages containing rich detail, vocabulary, description, and complex phrasing with extensive

vocabulary necessary to understand meaning of detail; Locate specific details in a passage to discriminate between similar answer choices; Recognize significant details when paraphrased; Recognize and understand detail referenced by “this, that, these, or those”; Recognize and understand characters when referred to alternately by name and by descriptive phrases; Understand and interpret significant details

RIT 181-190: Format: Read passages frequently around 100 words, containing a variety of descriptive sentences and

vocabulary, rich with detail; Isolate small but significant details necessary to answer a question; Understand sentences containing explanatory phrases set off by commas (my dog, Spot… my friends,

Jane and Sally…), recognizing that they are not items in a list; Understand relationships between details, combining details from several sentences to form an answer; Recognize / understand pronouns substituted for nouns; Note he/she pronoun use to determine gender; Isolate significant

detail, combine with prior knowledge to answer a question; Discriminate between details which are and are not stated in a passage; Determine who is the speaker in a passage

RIT 171-180: Format: Longer passages, some up to 100 words; at upper RIT ranges, passages contain

less familiar content and more difficult vocabulary; Isolate details necessary to answer a question when given many details; Find exact words in a passage to answer a question; Recognize pronoun substitution for noun; In a letter, understand “I” and the author are the

same person; Recognize important details when in a sentence with complex phrasing (no longer simple, straightforward sentences); Combine details from several sentences or

rephrase details to answer a question; Identify the speaker in a short one-speaker passage; Use important details to generalize an answer; In a longer passage with longer, more complex

sentences and more difficult vocabulary, locate important details necessary to answer a question; Understand the relationship between details; Discriminate between details that are and

are not stated in a passage; Use reasoning, word clues, and recognition of pronoun meaning to identify speaker in a short passage containing more than one person

RIT 161-170: Format: Read short passages up to 50 words, which range from very short, simple sentences to longer

more complex sentences; Locate answers by finding exact words in passage; Recognize pronoun substitutions for nouns; Combine details from two simple sentences to arrive at answer; Understand the

meaning of details to generalize an answer; Discriminate between similar sentences and details to find an answer; Isolate details necessary to answer question when given many details

RIT 151-160: Format: Read short passages – up to 40 words; Locate answers by finding exact words from question


RIT 151-160: Format: Read short passages – up to 40 words; Locate answers by finding exact words from question

RIT 161-170: Format: Read short passages up to 50 words, which range from very short, simple sentences to longer more

complex sentences; Locate answers by finding exact words in passage; Recognize pronoun substitutions for nouns; Combine details from two simple sentences to arrive at answer; Understand the meaning of details to generalize an answer; Discriminate between similar sentences and details to find an answer; Isolate details necessary to answer question when given many details

RIT 171-180: Format: Longer passages, some up to 100 words; at upper RIT ranges, passages contain less familiar content and

more difficult vocabulary; Isolate details necessary to answer a question when given many details; Find exact words in a passage to answer a question; Recognize pronoun substitution for noun; In a letter, understand “I” and the author are the same person; Recognize important details when in a sentence with complex phrasing (no longer simple, straightforward sentences); Combine details from several sentences or rephrase details to answer a question; Identify the speaker in a short one-speaker passage; Use important details to generalize an answer; In a longer passage with longer, more complex sentences and more difficult vocabulary, locate important details necessary to answer a question; Understand the relationship between details; Discriminate between details that are and are not stated in a passage; Use reasoning, word clues, and recognition of pronoun meaning to identify speaker in a short passage containing more than one person


Student List:

Student List:

Student List:


Subskill: Sequencing

RIT Above 221: Summarize events in correct order; Use reasoning to determine the correct order of scrambled sentences;

Determine what comes after in passages with complex phrasing (just before he did this, he did that); Use word clues and reasoning to determine what comes first when sentences contain flashbacks or are not written in exact time order

RIT 211-220: Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer

sentences, and complex phrasing; Paraphrase sentence order from passage with phrases like “just before this happened, that happened” and “after this happens but before that happens”; Determine last, first, and next, paraphrasing events from passage; Use indirect word clues to determine the order of scrambled sentences; Determine what comes after another event; Determine the sequence of events in a subset of events in the middle of a passage; Paraphrase the sequence of events in a complex passage

RIT 201-210: Format: Read longer and more complex sentences where the content becomes less familiar and the

difficulty of the vocabulary increases (soon after this happened, that happened); Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch”; Use indirect word clues to determine sequence of sentences from scrambled order; Determine which event came second or next from sentences in scrambled order; Determine sequence of key events from complex paragraph; Determine events that occur after or simultaneously in longer, more complex paragraph; Determine first event from a sequence of events written in the middle of a paragraph; Use key words to paraphrase order of events; Use re-reading and cross checking to identify order of events; In a paragraph of unfamiliar content and vocabulary, determine what comes next, after another event; Use direct word clues to determine what comes before; Determine what comes first in a paragraph containing a flashback

RIT 191-200: Format: Determine order of events in a passage containing more difficult vocabulary, more complex phrasing,

or less familiar content; Determine sequence of events in a passage containing a flashback; Paraphrase order of events in passage containing more complex vocabulary, phrasing, or figurative language; Use re-

reading and cross checking to determine specific order of events; Determine which event comes before another; Determine which events occur simultaneously; Use reasoning and word clues to determine sequence of events in a passage contain a flashback; Determine order of events when presented in a scrambled order (more complex sentences, less direct language than previous RIT

levels); Determine which comes last from up to 9 events presented in scrambled order; Determine which occurs first AND last from events presented in scrambled order; Find first in a subset of events in

the middle of a passage; Use re-reading and cross-checking to identify the order of events in a passage up to 200 words

RIT 181-190: Determine correct order of events when presented in scrambled order; Paraphrase order of

events in a longer passage (up to 150 words); Use clue words and reasoning skills to determine order of events when written out of order of occurrence (understanding flashbacks)

RIT 171-180: Format: Read up to 150 word passages with clue words rarely given; Determine first or last event

from list of events in scrambled order; Recognize simultaneous events (when this happens, something else happens); Recognize first in order of events when written not in actual order of

occurrence; Identify what happens first in a subset of events from a longer passage; Recognize what happens after another event when reading a schedule; Identify what happens next or second,

clue words supplied; Paraphrase events, recognizing first or last in order; Discriminate small but important details in ordering events

RIT 161-170: Format: Read up to 70 word passages where clue words are rarely supplied; Identify what happened after

another event; Identify what happened first or last; Recognize first or last in a subset of events from a passage

RIT 151-160: Format: Read approximately 30-word passages; Follow straightforward sequence of events; Use clue words

supplied: first, next, last, before, after, later…; Identify what happened after another event; Identify what happened last in a sequence of events



Student List:

Student List:

Student List:


Subskill: Locating Information

RIT 221-230: Read passages where details being located are more specific and less obvious, requiring careful reading or re-

reading; Use an announcement: (a) Find and combine specific pieces of information, (b) Find and understand specific, detailed information, (c) Compare specific pieces of information; Use a weather report: Find and understand small but significant details; Use sports scores: Understand commonly used abbreviations; Use a recipe: Find and understand small but significant details

RIT 211-220: Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples

one would find everyday, not specific to children; Use an announcement: Find / understand specific information; Use a handbook: Find / understand specific information; Use a shipping and handling chart: Recognize, know it by name; Use a phone book: (a) Yellow pages: how to read, find, and understand specific information, (b) White pages: how to use guide letters; Use a catalogue: (a) Use summary information to determine which product to purchase, (b) Find and understand specific information; Use an index: (a) Organization of topics, (b) Using increased specificity of terms to locate information, (c) Understand page list format, difference between use of commas and hyphens (43, 57, 60-62); Use a bibliography: (a) Find / understand information in an annotated bibliography; Use a glossary: How to use; Use a field guide: Find / understand specific information; Use a dictionary: How to use to find word meaning

RIT 201-210:Use a table of contents: (a) Use chapter summaries to determine contents, (b) Use clue words from chapter title to

determine contents, (c) Determine the LAST page of a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19); Use an announcement: (lengthy and detailed, containing common abbreviations, and adult level vocabulary) (a) Find and understand information; Use an advertisement: (a) Find and understand specific information, (b) Determine what is being advertised, (c) Understand abbreviations and shortened phrases in a classified ad; Use a food label: Determine the relative amounts of ingredients; Use reference materials: (a) Determine the best source of information (encyclopedia, catalog, advertisement, magazine article, picture book), (b) Understand information contained in a dictionary entry; Use a bibliography: (a) How it is organized, (b) How to read information (author, title, publisher, etc.), (c) Recognizing simple listing of magazines; Use a list: Meaning of information

RIT 191-200: Use a table of contents: (a) Locate information on multiple pages, (b) Use clue words from chapter

title to determine contents; Use a list of facts: Use to find information; Use a schedule: (a) Understand the format, how days, events, and times are listed, (b) Read to understand how long particular events last, (c) Understand when events start; Use an index: (a) Meaning of “see” and

“see also”, (b) Organized in main topics and subtopics, (c) How drawings, photos, and maps are listed, (d) Difference between pages separated by commas or by hyphens (45, 48, 50-53); Use an

advertisement: (a) Determine what is being advertised, (b) Locate and understand specific details in ad; Use reference materials: Determine best source of information (dictionary, encyclopedia,

television program guide, almanac, field guide, atlas); Use a recipe: (a) Determine number served, (b) Determine amounts of ingredients; Use a glossary: Understand relationship between dictionary and glossary; Use a title: Use clue words to determine content

RIT 181-190: Use an index: (a) More complex with main topics and subtopics, (b) Information listed on multiple

pages; Use a table of contents: (a) Understand that page number listed is the beginning page and that information continues on subsequent pages, (b) Use chapter title to determine content and page

number to read; Use a title: Use word clues to determine content; Use a weather report: Paraphrase information; Use a sign or announcement: Understand the meaning of information; Use a bibliography:

(a) How to read, (b) Understand the meaning of (ed.) for editor

RIT 171-180: Use table of contents: (a) Find page number for a particular story, (b) Determine which part of a book

information can be found

RIT 161-170: Use a sign: understand the meaning of information; Use a title: determine the content of a book; Use a simple

index (one word descriptors, each on one page): page numbers where information can be found; Use a table of contents: identify which story is found on a particular page



Student List:

Student List:

Student List:

READINGISAT Goal: Interpretive Comprehension

Subskill: Summarize and Synthesize


extended thinking.

RIT 211-220: Identify why author chose title; Identify main idea in newspaper and other articles; Restate

lengthy passage through summarizing; List specific information in systematic order and give a general summary

RIT 201-210: Identify main idea in magazine articles or stories from other sources

RIT 191-200: Summarize a longer passage by outlining; Infer main idea from a variety of genre; Infer main

idea from textbook page; Infer main idea of article from newspaper or magazine

RIT 181-190: Summarize a short passage of 100-150 words; Determine main idea in different genre;

Identify the main idea of a poem; Make inferences about main idea of a personal note; Determine main idea from a variety of nonfiction; Identify topic sentence; Infer best title for a story or passage

RIT 171-180: Look at details to determine and refine the main idea of 30-50 word paragraph;

Identify the topic sentence in a simple paragraph; Create a topic sentence for a simple paragraph; Determine the main idea by selecting the best title for a story or

passage; Refine and explain the main idea of a selection

RIT 161-170: Determine the main idea of a simple story

RIT 151-160: Determine the main idea of a simple factual section



Student List:


Subskill: Prediction and Generalization

RIT Above 221: Items include same skills and content as lower RIT bands with more difficult vocabulary

and extended thinking.

RIT 211-220: Create prediction for recipe; Predict outcome from advertisement

RIT 201-210: Predict future events based on prior conclusions drawn

RIT 191-200:Generalize a statement from specific information within the passage

RIT 181-190: Predict what will happen next in a multi-paragraph passage; Generalize from

specific information within the passage

RIT 171-180: Predict future events based on a multi-paragraph passage

RIT 161-170: Predict future events based on the simple details of a story

RIT 161-170: Predict future events based on the simple details of a story



Student List:


Subskill: Cause and Effect

RIT Above 221: Read passages with more difficult, less familiar content and vocabularyItems include same skills and content as lower RIT bands with more difficult vocabulary and

extended thinking.

RIT 211-220: Read longer passages, with more difficult content and vocabulary; Identify which is not

the effect of a stated cause

RIT 201-210: Read slightly longer passages, with more difficult content and vocabulary which use clue

words “since” and “because of”; Demonstrate combining several pieces of information to understand the cause and effect relationship; Identify which is the “cause” and which is the “effect” when given a situation

RIT 191-200: Format: Read passages with complexity of content and vocabulary; that include some clue

words like “since” and “so” and “because”; Identify “cause” presented at beginning of passage relating to “effect” presented at end of passage; Determine cause and effect of

a variety of events

RIT 181-190: Format: At lower RITs, read simpler passages, vocabulary, and content; at higher

RITs, read more complex content in passages; Identify basic cause and effect relationships, stated in same or adjoining sentences; Use clue word “because” supplied in answer choices to help focus thinking; Identify implied cause and effect relationships

RIT 171-180: Format: Read short passages with relatively simple sentences and basic

vocabulary where cause and effect are stated in same sentence with some clue words supplied (because, so…); Determine cause and effect relationship in a

passage containing extraneous information; Identify causes and effects stated in different sentences; Identify causes and effects implied, not stated directly

RIT 161-170: Identify, determine, or infer simple cause and effect relationships in simple situations

RIT 151-160: Identify or determine simple cause and effect relationships



Student List:

Student List:


Subskill: Draw Conclusions/Inferences


extended thinking.

RIT 211-220: Make inferences from catalog selections; Make inferences from handbooks; Make

inferences from a science fiction passage; Draw a conclusion from the passage by inferring the interpretation of the information read; Identify conclusion to story

RIT 201-210: Make inferences from announcements; Make inferences about directions on labels; Make

inferences about a character type within a variety of literature; Make inferences from information found on book flap; Make inferences from textbook technical reading; Form a conclusion based on interpretation of information from a variety of sources

RIT 191-200: Draw a conclusion based on interpretation of information read

RIT 181-190: Draw conclusion based on interpretation of information read; Infer conclusion from prior

information

RIT 171-180: Make inferences by noting specific details in multi-paragraph selection; Infer the

qualities or purposes of a list; Make inferences using details in an advertisement; Infer characteristics and qualities of main characters; Infer answers to riddles by

noting details; Draw conclusions based on information in a story as to what will probably happen next

RIT 161-170: Infer the qualities or purposes of a list; Draw conclusions based on information in a story

about events taking place

RIT 151-160: Use simple details to make simple inferences



Student List:

Student List:

READINGISAT Goal: Evaluative ComprehensionSubskill: Evaluate Validity/Author’s Conclusions

RIT 231-240: Determine the most qualified source of information; Analyze the reasoning used to support a conclusion

or opinion; Determine which conclusion is supported by facts or details in a passage; Use logical reasoning to arrive at a conclusion

RIT 221-230: Format: Read longer passages with more detail, more extensive vocabulary, and less familiar

content; Evaluate whether or not an argument is consistent; Determine which conclusion is supported by facts in a passage; Determine which fact or detail supports a conclusion; Identify faulty reasoning leading to a conclusion; Identify a conclusion not supported by facts or details in a passage; Evaluate reasoning leading to a conclusion; Evaluate the quality of information sources

RIT 211-220:Format: Read passages that are generally longer, with much detail, extensive vocabulary, and less

familiar content; Evaluate relative importance of information; Determine which statement or detail best supports a specific conclusion; Determine most qualified source of information; Determine most valid conclusion based on information in a passage; Distinguish facts that can be concluded from that which is opinion or inferred when given a longer, more detailed passage; Determine additional information needed to evaluate information in a passage; Use logical reasoning to determine the validity of a conclusion; Note the clue word “probably” meaning not conclusively; Determine which statement or detail does not support a conclusion; Identify faulty reasoning leading to a conclusion; Evaluate the quality of information used to support a conclusion

RIT 201-210: Infer/evaluate content based on small sample of writing; Infer/evaluate what is important to a character;

Infer/evaluate character’s feelings or interests; Determine which facts do or do not support a conclusion; Given a simple passage, distinguish what is true or factual; Determine the most qualified

source of information; Evaluate and prioritize reasons; At upper range of RITs, determine which fact supports more than one conclusion; Determine which statement best supports a specific conclusion; Determine statements that cannot be concluded from information in a passage; Use logical reasoning to determine the validity of a statement

RIT 191-200: Determine the most qualified source of information; Determine which facts best support a

conclusion or an opinion; Determine the most valid conclusion when given a simple event or situation; Distinguish what is true or factual from what might be inferred when given a simple passage; Determine the validity of opinions based on facts given in a short simple passage

RIT 181-190: Determine why a simple story is fiction; Determine which statement is untrue based on

information given in a short, simple passage; Determine which person would be more likely to have more relevant information when given an event described by different people



Student List:

Student List:

READINGISAT Goal: Evaluative Comprehension

Subskill: Fact and Opinion

RIT 221-230: Use word clues to distinguish opinions from fact

RIT 211-220: Analyze passage for opinion, inference, value judgment, or fact; Distinguish unsupported opinion from

fact; Determine content of passage—proportion of fact to opinion; Distinguish that which is fact from that which is inferred; Identify a sentence as being an editorial comment or part of a factual news story

RIT 201-210: Identify which specific words are opinions; In a longer passage, distinguish which statements are facts

from those that are opinions; Identify word clues that signal fact, not opinion; Determine that which is fact from that which is inferred; Analyze a passage to determine proportion of fact or opinion

RIT 191-200: Format: As RIT increases, difficulty of vocabulary increases, longer sentences or passages are

used, and content becomes less familiar and more difficult; Distinguish what is fact from that which is inferred when given a short passage; Know the meaning of the words “fact” and “opinion”; Determine if statements are true, false, fact, or opinion; Identify factual statements made based on information found in a longer passage; Identify word clues that

signal an opinion

RIT 181-190: Format: Read information presented in short simple paragraph where the paragraphs get longer

with more detail and vocabulary as RIT increases; Given a short paragraph, distinguish a factual statement about the information from statements of opinion

RIT 171-180:Format: Read information presented in short simple paragraph

RIT 161-170: Read information presented in one or two very simple statements; Distinguish fact from that which is

inferred

ISAT Goal: Evaluative ComprehensionSubskill: Compare and Contrast

RIT 211-220: Locate multiple pieces of information to compare or contrast; Determine what information is being

compared

RIT 201-210: Contrast information (how are they different?) when given a factual paragraph; Locate

appropriate information to compare or contrast in longer passages with unfamiliar content

RIT 191-200: Compare and contrast animate and inanimate

RIT 181-190: Given factual paragraph, compare information (how are they alike?)




Student List:

Student List:

READINGISAT Goal: Evaluative ComprehensionSubskill: Persuasive Elements, Propaganda, Bias,

Assumptions, StereotypesRIT 231-240: Format: Read passages with complex topics, some quite difficult vocabulary, and more complex

distracters that require more thought to determine correct answer choice; Understand the meaning of the word “stereotype”; Infer and generalize assumptions of writer; Imply purpose of persuasive writing

RIT 221-230: Read passages where topics are less familiar, with rich, varied vocabulary; Determine purpose of persuasive

ad or argument; Determine persuasive techniques or methods; Determine tone or effect of persuasive writing; Analyze persuasive statements; Determine to whom or what feelings persuasive writing will appeal; Incorporate higher level thinking to understand topics and to differentiate between answer choices; Infer assumptions of writer or character; Generalize opinions or assumptions of writer; Generalize people likely to agree or disagree with opinion or assumption; Recognize difference between discriminatory and non-discriminatory statements; Recognize statements or thinking not assumed by the writer

RIT 211-220: As RIT levels increase, differences between distracters and correct answer choice become less

obvious, require more thought; Read passages that vary in length, while difficulty of vocabulary tends to increase; Determine how assertions of persuasive writing are supported; Determine to whom and to what feelings ads appeal; Determine what the writer wants the reader to believe about their product or service; Determine information not given in an ad; Understand meaning of the word “discrimination”; Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters; Generalize type of people who would agree or disagree with specific opinions; Compare and contrast opinions or assumptions of characters; Infer errors in reasoning that lead to stereotypical thinking; Infer assumptions reader can make from a passage; Generalize opinions or assumptions of writer;

Discriminate between fact and bias

RIT 201-210: Format: Read longer passages, generally less than 150 words but some longer where the difficulty

of vocabulary increases as RIT increases; Recognize persuasive techniques or methods; Determine to whom an ad will appeal; Determine how an ad gets your attention; Determine the

effectiveness of persuasive arguments; Determine the action the ad persuades the reader to take; Infer errors in reasoning that lead to stereotypical thinking; Infer beliefs, opinions, or way of thinking of speaker, writer, or character; Understand and apply meaning of “bias”; Recognize bias or assumptions as opinions

RIT 191-200: Format: Read longer passages, up to 100 words, where situations are still fairly

straightforward, with basic vocabulary; Determine the purpose of an advertisement or other persuasive writing; Determine what the writer wants the reader to notice or care about;

Recognize techniques used in ads or other persuasive writing to persuade readers; Distinguish facts from persuasive elements in an advertisement; Infer errors in a character’s thinking that lead

to stereotyping when given a basic scenario; Infer who is speaking/writing based on his/her opinions or way of thinking

RIT 181-190: Read simple text, generally less than 75 words, basic vocabulary where the speaker/writer’s opinions

stated directly and obviously; Determine what the writer wants the reader to notice, care about, or feel; Determine which words persuade the reader or catch the reader’s attention; Determine the purpose of an advertisement; Determine to which senses certain words appeal

RIT 171-180: Format: Read simple text, generally less than 50 words, basic vocabulary, where the speaker/writer’s

opinions are stated directly and obviously; Determine speaker/writer’s opinion or way of thinking about a topic; Understand meaning of the word “bias”



Student List:

Student List:

READINGISAT Goal: Evaluative Comprehension

Subskill: Categorize/Classify Info. & Thinking Skills

RIT 221-230: Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary

attributes given more difficult vocabulary words; Identify the sentence that does not related to the specific topic in a long, complex passage; Find commonalities in a set of distinct descriptions

RIT 211-220: Demonstrate using alphabetical order to the fourth letter; Find words that are like or different from the others

based on secondary attributes when given definitions of similar or related words; Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words; Identify analogous relationships; Find commonalities in a set of distinct descriptions; Determine which would be logical explanations for events

RIT 201-210: Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple

meanings or words; Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic; Put ideas in appropriate groups when given two category names; Match information in a passage with informal outline of information; Identify items not like others based on secondary attributes provided in written definitions; Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing; Identify topics that could be added to an existing outline; Identify which word is not like the others based on secondary attributes; Find common attributes of a defined list of items

RIT 191-200: Identify words belonging to the same category based on attributes of the words themselves; Identify which item

belongs to a group based on secondary attributes; Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic; Identify which word is not a member of a group or category based on information in a passage or specific definitions; Identify which items belong in a common group when given words that may have multiple meanings; Determine simple logical relationships (if – then); Determine where information will most likely be found based on attributes; Determine category names for words in up to three different categories; Determine how sentences are all alike (main topic); Determine which would not be attributes

of another item when given words, some with multiple meanings; Determine analogous relationships

RIT 181-190: Apply logic to analyze simple relationships; Identify which sentence does not relate to a story topic; Identify

analogous relationships between words; Identify lists of words that all belong to the group when given a category name; Distinguish between factual and inferential observations when given a simple situation;

Determine probable common use of a list of items; Tell how items on a list are all alike; Identify items that belong in a named group; Identify which items do not belong to a group, based on secondary attributes;

Identify how phrases are alike based on what they tell; Identify which word is not a member of a group or category based on specific definitions; Classify types of writing based on purpose

RIT 171-180: Identify which are not members of a group based on defined characteristics; Identify the group

name or category in which it belongs when given a noun; Identify which noun is not like the others; Identify which word belongs in the same category when given a list of descriptive words; Identify

another member of the group when given a group name; Identify which sentence is not on a specific topic; Generalize how items or ideas are alike; Find relationships between words based on analogous

relationships (things to eat – hunger)

RIT 161-170: Format: At beginning of range, distracters very different from correct answer choices. As RIT increases,

distracters become more similar, requiring the use of more specific vocabulary; Identify which item is not like the others based on type or use; Identify which item is not a member of a broad category or group; Complete

a simple analogy, matching a common tool to the user; Identify which item is a member of a category based on type or use; Identify category name for a specific item

RIT 151-160: Identify general category name for specific word based on type; Identify items belonging to a category based on use;

Identify items that do not belong to a category based on use

RIT Below 150: Identify common words, generally nouns; Identify word that belongs in broad category based on type; Identify word

not like the others, based on type



Student List:

Student List:

READINGISAT Goal: Literary Analysis

Subskill: Literary Devices

RIT Above 221: Items include same skills and content as above with more difficult vocabulary and extended thinking.

RIT 211-220: Use the story structure as a literary device; Determine how author develops character traits through

inference; Use descriptive dialogue to develop tone; Recognize foreshadowing as a literary device in writing; Find a figure of speech and explain; Understand the author’s purpose in use of similes; Understand the meaning of symbolism in stories; Identify exaggeration and understand its impact on story line

RIT 201-210: Use devices such as humor, exaggeration, word choice to create mood; Use devices by the author such

as word choice and complex descriptors; Infer the story structure as a literary device; Understand meaning of idioms used in the story; Understand the imagery in the writing; Understand and explain the meaning of metaphors used in the story; Understand the meaning of symbolism in stories; Make inferences about a character type within a variety of literature

RIT 191-200: Use imagery, humor, rhymes to develop interest; Use of devices by author such as word choice

to create mood; Determine word choice to develop mood and voice; Recognize elements of foreshadowing; Understand meaning of idiom used in the story; Identify an onomatopoeia element in the story; Make inferences from personal narratives within the context of the story;

Make inferences about directionality; Make inferences about characters from a variety of literature; Infer who is narrator by the descriptors of the story; Make inferences from different types of poetry

RIT 181-190: Determine word choice that develops mood; Understand the meaning of a metaphor used

in a story; Identify use of simile in a writing, not by name; Make inferences from a variety of personal narratives; Make inferences from a fable; Make inferences about characters in a

variety of literature; Infer who is the narrator; Make inferences from poetry; Make inferences from riddles

RIT 171-180: Determine the mood or tone of a 50-75 word passage; Infer characteristics and qualities of main

characters

RIT 161-170: Determine the mood or tone of a simple passage; Infer actions, characteristics, emotions, or qualities of

characters



Student List:

Student List:


Subskill: Story ElementsRIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.

RIT 211-220: Describe complex character descriptions; Understand complex problems and develop one or more

solutions

RIT 201-210: Determine the complex point of view of the author or characters through character descriptions;

Identify the problem and articulate the resolution; Identify main conflict; Identify exaggeration; Identify a complex problem and list possible resolutions

RIT 191-200: Identify the problem and the resolution within a long passage; Identify setting - where, when -

from the descriptors within the passage; Identify major and minor themes of the passage

RIT 181-190: Determine point of view of main characters; Determine main characters and quality of

each character; Organization of paragraph by location, main idea, and sequence of events; Identify problem and its resolution; Identify setting—where, and when; Identify

theme or moral in a multi-paragraph passage; Identify how to resolve problem

RIT 171-180: Identify characters in a simple story; Infer the character’s emotions; Infer the setting by noting

specific details; Identify the problem in a story; Determine an appropriate resolution to a problem

RIT 161-170: Identify the problem in a story; Determine how a problem was solved

RIT 151-160: Infer the setting of a simple story by noting details that tell time or place

ISAT Goal: Literary AnalysisSubskill: Story Grammar

RIT Above 220: Items include same skills and content as above with more difficult vocabulary and extended

thinking.

RIT 211-220: Use figurative language, sequence of events, word choice, suspense, imagery that creates complex

interest; Recognize dialogue that provides a variety of purposes and information

RIT 201-210: Determine purpose of dialogue

RIT 191-200: Determine point of view of various characters; Identify realistic elements vs. nonrealistic

elements in a story

RIT 181-190: Compare and contrast characters, both major and minor characters

RIT 171-180: Compare and/or contrast people in a passage; Compare and/or contrast events and details of a story




Student List:

Student List:


Subskill: Author’s Purpose/Technique

RIT Above 211: Items include same skills and content as above with more difficult vocabulary and extended thinking.RIT 201-210: Infer how author develops characters through story sequence; Recognize the use of suspense to get

the reader’s interest

RIT 191-200: Use first person and word choice to hold reader’s attention; Determine author’s strategy for creating the

piece of writing; Draw complex conclusions about characters; Infer how author developed characters through word choice, story sequence; Identify humor and reason for its use

RIT 181-190: Determine author’s point of view; Determine how author develops characters through

word choice and story sequence

RIT 171-180: Determine the author’s purpose for writing in a 50-75 word selection; Determine how an author’s

words or techniques influence the reader’s feelings

RIT 161-170: Determine the author’s purpose for simple forms of writing

ISAT Goal: Literary AnalysisSubskill: Genre

RIT Above 220: Items include same skills and content as above with more difficult vocabulary and extended thinking.

RIT 211-220: Identify vivid and descriptive writing; Recognize autobiographical writing; Use writing as a rule for giving

directions; Understand form and general characteristics of folk tales; Understand the structure of poetry by its rhyme and length of lines; Recognize science fiction; Recognize a book review

RIT 201-210: Recognize newspaper writing and personal note writing; Distinguish between fiction and nonfiction

writing in lengthy passages; Identify historical fiction; Identify realistic fiction; Determine purpose of lengthy folk tales; Understand the content of poems with figurative language; Recognize elements of a

fable

RIT 191-200: Recognize personal narrative; Distinguish between fiction and nonfiction writing; Analyze and

gain understanding of legends

RIT 181-190: Recognize personal note writing; Distinguish between fantasy and realistic fiction; Identify

realistic fiction; Read for details in folk tales; Distinguish between descriptive and realistic writing; Understand the characteristics of legends and myths; Understand poem structure

RIT 171-180: Identify the basic form of writing/genre selection; Identify the format of poetry; Identify the rhyming

characteristics of poetry




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MathematicsISAT Goal: Number Sense

Subskill: Place Value, Expanded and Standard Notation

RIT 231-240: Write numerals in expanded form through the billions; Understand and identify place

value and value of each digit in numerals through the hundred billions

RIT 221-230: Match word names to numerals to the hundred thousands in decimals

RIT 211-220: Understand and identify the place value and value of each digit in numerals through the

billions

RIT 201-210: Understand and identify the place value and value of each digit in numerals through the

billions; Write the word name for a decimal and vice versa; Write numerals in expanded form through the hundred billions

RIT 191-200: Identify the number and written word for ordinal numbers; Write numerals in

expanded form through the hundred thousands; Match word names to numerals through billions; Identify place value using model to count

RIT 181-190: Match number words to numerals to the ten thousands place; Identify and understand the

place value and value of each digit in numbers through the hundred thousands; Add whole numbers using place value; Identify and understand place value for decimals (tenths,

hundredths, and thousandths)

RIT 171-180: Write numerals in expanded form through the thousands place

RIT 161-170: Identify and understand the place value and value of each digit in numbers through the hundreds


Subskill: Absolute Value

RIT 221-230: Definition and application of absolute value





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Subskill: Decimals

RIT 231-240: Write a decimal or mixed decimal for a fraction; Write a whole number or a decimal in

scientific notation (negative exponents)

RIT 221-230: Identify and order decimal and fractional coordinates on a number line; Relate fractions to

decimals; Write a decimal or mixed decimal for a fraction (2/3=0.66)

RIT 211-220: Round monetary amounts to the nearest single coin or bill which could be used to pay for a

purchase up to and including $20.00; Write the decimal equivalent of a fraction and label as repeating or terminating; Round decimals to nearest whole number, tenth, or hundredth; Write a terminating decimal as a fraction or mixed number; Round decimals to nearest whole number, tenth, hundredth, or thousandth; Identify and order decimal and fractional coordinates on a number line

RIT 201-210: Write a decimal for a shaded region (hundredths); Write a terminating decimal as a fraction or

mixed number; Round decimals to nearest whole number, tenth, hundredth, or thousandth; Multiply a decimal by multiples of 10, 100, or 1000

RIT 191-200: Write a decimal for a shaded region (to tenths place); Round decimals to the nearest whole

number; Identify and understand place value for decimals (tenths, hundredths, and thousandths)

RIT 181-190: Identify the greater or lesser of two decimals

ISAT Goal: Number Sense

Subskill: Square Roots

RIT 261-270: Understand properties of square roots


RIT 241-250: Evaluate expressions using square roots

RIT 231-240: Identify perfect squares in a list of numbers and calculate the positive square

root of a perfect square

RIT 221-230:Evaluate expressions using square roots



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Subskill: Factorization & Divisibility

RIT 271-280: Identify the lowest common multiple of numbers in their prime factored state


RIT 221-230: Identify the least common denominator for 3 or more fractions: list the multiples or prime

factorization

RIT 211-220: Understand and use rules of divisibility; Identify the greatest common factor of two whole

numbers: list the factors or prime factorization; Identify the greatest common factor and least common multiple of two whole numbers

RIT 201-210: Apply rules of divisibility; Identify the greatest common factor of two whole

numbers each of which is less than 100; List the prime and composite numbers less than 50 in a word problem

RIT 191-200: Identify numbers as prime or composite; Apply rules of divisibility by 2’s; Complete a

factor tree for a number (prime factorization); Understand and demonstrate that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3); Identify

the least common multiple of two whole numbers

RIT 181-190: Apply rules of divisibility by 5; Identify the greatest common factor of two whole numbers each

of which is less than 100; List some common multiples of two whole numbers

ISAT Goal: Number SenseSubskill: Money

RIT 191-200: Combine and identify the value of a collection of coins and bills up to and including

$100.00

RIT 181-190: Identify the coins: pennies, nickels, and dimes; Identify the value of a penny, nickel,

dime, quarter, and one dollar bill; Combine and identify the value of a collection of coins and bills up to and including $1.00; Combine and identify equivalent values

of coins and bills up to and including $1.00; Make change to $1.00 by “counting on” or subtracting

RIT 171-180: Identify value of a one dollar bill; Combine and identify the value of a collection of coins and bills up to and including $1.00

RIT 161-170: Identify value of a penny, nickel, dime, and quarter




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Subskill: Whole Numbers

RIT 201-210: Round to the nearest millions and billions; Write the Roman numeral equivalent of

Arabic numbers 1-2000 and vice versa

RIT 191-200: Order numerals through 9999; Count and convert to dozens; Round 4- and 5-digit

numbers to the nearest hundred thousand, thousand, hundred or ten

RIT 181-190: Identify one more and one fewer; Count and write by 2’s and 3’s; Round 2- and 3-digit

numbers to the nearest hundred and tens; Identify the value of Roman Numerals using I, V, and X

RIT 171-180: Identify missing numbers in a series through 100; Identify the number that is “one

more than”, “one less than”, “10 more than”, and “10 less than” a given number; Count objects that are grouped into tens and ones; Identify missing numbers in a series through 100; Identify the number that is “one more than”, “one less than”, “10 more than”, and “10 less than” a given number; Count objects that

are grouped into tens and ones

RIT 161-170: Identify missing numbers in a series through 100; Identify the number that is “one

more than”, “one less than”, “10 more than”, and “10 less than” a given number; Count objects that are grouped into tens and ones

RIT 151-160: Match sets of objects to numerals 0-40 to demonstrate an understanding of one-to-one

correspondence; Identify and count numbers 0-20; Identify and order ordinal numbers (first to tenth)

ISAT Goal: Number SenseSubskill: Integers

RIT 241-250: Understand the meaning of integers


RIT 221-230: Understand the meaning of integers

RIT 211-220: Identify the greater or lesser of 2 integers; Order integers on a number line

RIT 201-210: Order integers on a number line




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Subskill: Ordering, Equalities & Inequalities

RIT 221-230: Order a set of integers from least to greatest; Place numbers in correct order on a number

line

RIT 211-220: Compare and order fractions with the same denominator and with different denominators;

Order decimals to thousandths; identify the greater or lesser of two decimals to thousandths

RIT 201-210: Order numbers from least to greatest and greatest to least; Compare and order numbers

through the billions; Order decimals and fractions to the hundred thousandths; Identify the greater or lesser of 2 integers; Ordering integers that include fractions and wholes; Ordering exponential values

RIT 191-200: Compare and order fractions and mixed numbers

RIT 181-190: Order sets of objects 0-20; Identify the greater or lesser of two numerals; Order

numerals through 999; Identify the numeral that comes before, between, or after any given numeral through 999; Compare and order fractions; Compare and

order decimals to the hundredths place


RIT 161-170: Order numbers 0-100

RIT 151-160: Compare and order numbers and sets of objects 0-10


Subskill: Irrational Numbers

RIT 261-270: Define irrational numbers




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Subskill: Fractions, Ratio, Proportions

RIT 231-240: Define ratio; Write ratios in a variety of ways

RIT 221-230: Model and write numerical fractions; Change a fractional numeral to its simplest form

(lowest terms); Understand the concept of ratio using concrete and pictorial models; Determine if a pair of ratios is equal or not equal using the equivalent fractions method; Write the missing number in 2 equivalent ratios; Solve proportions using the cross product method

RIT 211-220: Change a fractional numeral to its simplest form (lowest terms); Write the missing number

in two equivalent ratios; Use a number line to identify a fractional point

RIT 201-210: Change a fractional numeral to its simplest form (lowest terms); Write the missing number in

two equivalent ratios; Use a number line to identify a fractional point

RIT 191-200: Write equivalent fractions using pictorial representation; Write improper fractions

from picture presentations; Find equivalent fractions using multiples and factors; Write mixed numbers as improper fractions and improper fractions as mixed

numbers; Identify the least (lowest) common denominator of two fractions; Express a fraction as a decimal and vice versa

RIT 181-190: Separate regions into sub regions that are equivalent (halves, thirds,

fourths); Read, shade, and write fractional parts of a group; Change a fractional numeral to its simplest form (lowest terms)

RIT 171-180: Identify one-half of an object or set; Identify fractional parts of a region or group

RIT 161-170: Identify one-half of an object from a picture

RIT 151-160: Identify equal parts of a region (halves, thirds, fourths); Represent fractions by using models

and drawings


Subskill: Set Notation

RIT 271-280: Use inequalities to represent set notation




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Subskill: Percents

RIT 261-270: Change a percent to a fraction (including mixed numbers)


RIT 221-230: Write a ratio (fraction) as a percent and a percent as a ratio (fraction): denominators

of 100

RIT 211-220: Express a fraction as a decimal and as a percent

RIT 201-210: Write a decimal or fraction as a percent or vice versa

RIT 191-200: Model percents using a 10 x 10 grid; Write a decimal or fraction as a percent and vice versa


Subskill: Exponents & Scientific Notation

RIT 271-280: Evaluate power of zero


RIT 251-260: Evaluate powers with a negative exponent


RIT 221-230: Identify and use powers of 10

RIT 211-220: Order of “powers”; Write a whole number or a decimal in

scientific notation; Write a number expressed in scientific notation in standard form

RIT 201-210: Write whole number in exponential form and compute the power

of a number

RIT 191-200: Exponential representation of 3 multiplied numbers (2x2x2)




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MathematicsISAT Goal: Estimation and Computation

Subskill: IntegersRIT 251-260:

Use the additive inverse property to solve problems; Use order of operations rules

RIT 241-250: Subtract integers, subtracting a negative

RIT 231-240: Add integers with unlike signs; Add several integers; Multiply integers with like signs;

Divide integers with like signs

RIT 221-230: Divide integers, like signs

RIT 211-220: Add integers with like signs; Add integers with unlike signs; Add several integers; Multiply integers with unlike signs; Divide integers with unlike signs


Subskill: Logarithms - Properties – MatricesRIT 251-260:Logarithms

Solve logarithmic functionsProperties

Identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers

Matrices Multiplication of matrices


Subskill: Squares and RootsRIT 241-250:

Simplify an expression containing imaginary roots


RIT 211-220:





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Calculate the square of any number less than 100


Subskill: Whole NumbersRIT 231-240: Divide a 2-digit number or a 3-digit number by a 1-digit number with remainder; Divide multi-digit numbers

using a calculator

RIT 221-230: Develop computational fluency with division facts; Divide multi-digit numbers using a calculator; Introduce

the math strategy of compatible numbers in estimating for all four operations

RIT 211-220: Divide a 3-digit or 4-digit number by a 1-digit number; Use multiplication as a check for division; Multiply

by multiples of 10 and 100 with an emphasis on mental math; Divide a 4-digit number by a 2-digit number

RIT 201-210:Understand the concept of division using pictorial representation; Use front-end estimation strategy for

multiplication and division; Divide a 2-digit number by a 2-digit number with a remainder; Subtract multi-digit numbers without using a calculator; Multiply by multiples of 10 and 100 with an emphasis on mental math; Divide a 3-digit number by a multiple of 10; Divide a 3-digit number by a 2-digit number (no zeros)

RIT 191-200: Solve one-step word problems involving multiplication; Subtract multi-digit numbers with regrouping; Multiply a 2-digit

number by a 2-digit number with no regrouping; Multiply a 2-digit number by a 2-digit number with regrouping; Subtract multi-digit numbers without using a calculator; Multiply a 3-digit number by a 2-digit number with regrouping; Multiply a 3-digit number or 4-digit number by a 2-digit number or 3-digit number with zeros; Add whole numbers using place value

RIT 181-190: Subtract a 2-digit number from a 3-digit number with a single regrouping; Identify the division facts related to a

multiplication fact with one factor as 1,2,3,4,5 and the other factor 0-9; Understand the concept of division using concrete objects; Subtract a 3- or 4-digit number from a 4-digit number with regrouping; Use strategies to

develop computational fluency with multiplication: “zero property,” “property of one,” “arrays,” doubles,” “nine patterns”; Multiply a 3-digit by a 1-digit number with regrouping (including zero); Multiply three 2-digit numbers (one is 10); Identify the division facts related to a multiplication fact; Divide a 2-digit number by a 1-digit number with no remainder (basic facts to 9); Solve one-step word problems involving division; Add 2

or several multi-digit numbers with regrouping; Subtract multi-digit numbers with regrouping; Divide a 3-digit or 4-digit number by a 1-digit number; Divide a 2-digit number by a 2-digit number with no remainder; Add

multi-digit numbers without using a calculator; Multiply multi-digit numbers

RIT 171-180: Add 1- and 2-digit numbers with regrouping; Add two 2-digit and 3-digit numbers with regrouping;

Subtract two 2-digit numbers with regrouping; Understand the concept of multiplication using concrete objects; Add 2-, 3- and 4-digit numbers with regrouping; Multiply a 2- or 3-digit number by

a 1-digit number with no regrouping; Multiply a 2-digit number by a 1-digit number with regrouping; Divide a 2-digit number by a 1-digit number with remainder; Multiply a 3-digit number by a 2-digit

number

RIT 161-170: Separate sets through manipulative and pictorial subtraction problems; Add a 2-digit number and a

2-digit number with no regrouping; Subtract a 1-digit number from a 2-digit number with no regrouping; Subtract a 2-digit number from a 2-digit number with no regrouping; Subtract 2-and 3-digit

numbers with no regrouping

RIT 151-160: Combine sets through manipulative and pictorial addition problems; Add three 1-digit numbers; Add 2-and

3-digit numbers with no regrouping; Subtract a 1-digit number from a 2-digit number with regrouping; Understand the concept of multiplication using symbols; recall multiplication facts with one factor as

1,2,3,4,5 and other factor 0-9

RIT 150-Below:



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Identify fact families with sums 0-18 in horizontal format; Understand the concept of subtraction using symbols; subtract two numbers in vertical format


Subskill: DecimalsRIT 231-240: Add whole numbers and decimals to the hundredths place (same number of digits); Subtract decimals

to the hundredths place (not the same number of digits); Subtract decimals to thousandths, vertically and horizontally, with and without regrouping; Subtract a decimal from a whole number; Multiply a decimal by a decimal, factors to thousandths place; Divide a decimal by a whole number and vice versa; Divide a whole number (or decimal) by a decimal to thousandths place; Compute and count change greater than $20.00

RIT 221-230: Subtract whole numbers and decimals to the hundredths place (same number of digits); Write a

number sentence to solve one-step word problems involving the operations of addition, subtraction, and multiplication of fractions and decimals; Subtract decimals through hundred-thousandths with a calculator; Multiply a decimal by multiples of 10, 100, or 1000; Divide a whole number (or decimal) by a decimal to thousandths

RIT 211-220: Add decimals through hundred-thousandths with a calculator; Multiply a decimal by a decimal,

factors to thousandths; Divide a decimal by a whole number and vice versa; Compute basic operations with monetary amounts up to and including $20.00

RIT 201-210: Add decimals to hundredths place using both horizontal and vertical format; Subtract decimals to

hundredths place; Compute and count change greater than $20.00; Subtract decimals through hundred-thousandths with a calculator; Compute and count change up to and including $10.00 (addition and subtraction only); Solve written word problems involving the addition or subtraction of monetary amounts

RIT 191-200: Add whole numbers and decimals to the hundredths place (not the same number of digits);

Subtract whole numbers and decimals to the hundredths place (not the same number of digits); Compute basic operations with monetary amounts up to and including $20.00; Add

decimals to thousandths, vertically and horizontally, with and without regrouping; Subtract decimals to thousandths, vertically and horizontally, with and without regrouping; Multiply a

decimal by a decimal, vertical form (tenths or hundredths); Compute simple addition or subtraction problems involving monetary amounts up to $10.00; Compute half price greater than $20.00

RIT 181-190: Subtract whole numbers and decimals to the hundredths place (same number of

digits); Add decimals to hundredths place using both horizontal and vertical format (not the same number of digits); Subtract decimals to hundredths place (not the same

number of digits); Multiply a decimal by a whole number; Divide a decimal by a whole number and vice versa; Compute simple addition or subtraction problems involving

monetary amounts up to $10.00; Compute and count change up to and including $5.00 (addition and subtraction only)

RIT 171-180: Add whole numbers and decimals to the hundredths place (same number of digits)

RIT 161-170: Subtract whole numbers and decimals to the hundredths place (same number of digits)



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Subskill: FractionsRIT 261-270: Multiply a mixed number by a whole number, fraction, or mixed number

RIT 261-270: Add and subtract rational numbers with unlike denominators (may involve integers)


RIT 241-250: Multiply a whole number by a fraction

RIT 231-240: Add fractions having unlike denominators with answer reduced to lowest terms; Subtract fractions

having unlike denominators with answer reduced to lowest terms; Add and subtract mixed numbers with like denominators with regrouping; Add and subtract mixed numbers with unlike denominators with regrouping; Add and subtract whole numbers, fractions, and mixed numbers; Multiply a fraction by a fraction; answer in lowest terms; Multiply mixed numbers; Divide a fraction by a fraction; Divide a mixed number by a whole number or a fraction; Multiply three factors using fractions, mixed numbers, and whole numbers in any combination, answer in lowest terms; Divide a whole number, fraction, or mixed number by a mixed number

RIT 221-230: Add and subtract fractions with like denominators; change improper fractions to mixed numbers;

Subtract fractions having unlike denominators, answer in lowest terms; Add and subtract whole numbers, fractions and mixed numbers; Use estimation to solve problems involving mixed numbers; Divide a whole number, fraction or mixed number by a mixed number

RIT 211-220: Add fractions with like denominators, answer in lowest terms; Add mixed numbers with unlike

denominators with regrouping; Multiply a whole number by a fraction; Divide a fraction by a fraction; Divide a mixed number by a whole number or a fraction

RIT 201-210: Add mixed numbers with like denominators with regrouping; Subtract mixed

numbers with like denominators with regrouping; Subtract mixed numbers with unlike denominators with regrouping; Multiply a fraction by a fraction; answer in lowest terms;

Multiply mixed numbers

RIT 191-200: Express 1 in many different ways (1/1, 2/2, 4/4); Subtract fractions with like

denominators; Add fractions having unlike denominators, answer in lowest terms

RIT 181-190: Subtract mixed numbers with like denominators with regrouping

RIT 171-180: Add fractions with like denominators



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Subskill: Order of OperationsRIT 191-200:

Evaluate numerical expressions using the order of operations


Subskill: PercentsRIT 231- 240: Find the percent one number is of another (8 is what % of 20?); Find a

number from a percent (20 is 45% of what number?)

RIT 221- 230: Find the percent one number is of another (20 is what % of 90); Find a number

from a percent (4 is 9% of what number)

RIT 211- 220: No skills listed

RIT 201-210: Find a percent of a number

RIT 191-200: Find a percent of a number (6% of 30)


Subskill: Exponents & Scientific NotationRIT 241-250:

Understand and use the rules of exponents, including negative exponents

RIT 231-240: Evaluate expressions using the order of operations that include exponents;

Find products by applying rules for exponents






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RIT 191-200: Identify the base and the exponent of a given numerical expression and calculate its value


MathematicsISAT Goal: Reasoning and Problem Solving

RIT 261-270: Solve complex geometry, algebra, and probability problems; Solve problems involving

successive discounts and rate of interest

RIT 261-270: Solve problems involving successive discounts and rate of interest

RIT 251-260: Solve problems involving ratio of a side of a figure to its area, perimeter, or volume;

Determine proportional parts of a number; Use proportional relationships to determine lengths of sides of a figure that are represented by algebraic relationships; Solve complex word problems with surface area, area, circumscribed figures, Pythagorean Theorem, consecutive integers; Use clues given in word problems to decode correct answer; Determine correct formula needed to solve problem

RIT 241-250: Solve complex word problems involving rate, ratio, percent, averages, and sale price;

Solve problems involving regression equations; Manipulate problems with time and a half and overtime wages; Use of symmetry to determine grouping properties; Use a matrix to identify given figure on a graph; Write the converse of a geometric statement

RIT 231-240: Use logic to predict outcomes; Work backwards to solve problems; Solve multi-step

problems involving computation; Find correct mathematical expressions to represent word problems; Find simple interest earned; Find commission and total pay; Find missing

numbers in a diagram by using patterns; Use map scales to solve problems; Solve if-then logic problems; Solve complex word problems involving ratio, percent, discount, sale price, rounding and estimation, averaging, length, volume, rate, calendars, probability, money, and time; Given the answer to a problem,

determine the question; Formulate expressions and equations to model problem solving situation

RIT 221-230: Choose and use an appropriate problem solving strategy: Draw a picture,

Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, or Write an

equation; Write and solve an equation using ratios, given a word problem; Write and solve an equation for a word problem; Solve simple interest

problems (amount x rate x time); Use estimation to determine if solutions to word problems are reasonable

RIT 211-220: Solve practical word problems involving perimeter and area of a square, rectangle

or triangle; Solve practical problems involving the mean (average) of a set of numbers; Solve one- and two-step word problems involving any combination of basic

operations on whole numbers, decimals, and fractions; Determine the discount price and sale price; Choose and use an appropriate problem solving strategy: Draw a

picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, or Write an equation; Calculate the

cost of one item or the unit cost using a proportion

Continued on Next Page



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RIT 201-210: Translate verbal statements into equations (all four operations; several operations); Estimate

the answers to word problems; Solve written word problems involving the addition or subtraction of monetary amounts; Solve word problems involving customary and metric

measurement; Solve word problems involving distance, rate and time; Use logic to solve problems; Solve word problems using proportional reasoning; Solve geometry problems by making a drawing or diagram; Choose and use an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, Write an equation, or Logical Deduction

RIT 191-200: Identify the correct information to solve addition and subtraction word problems; Solve

one-step word problems involving multiplication and division, including money; Estimate the answers to word problems; Determine what operation is needed to solve a word problem (all four operations); Choose and apply an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, or Draw a diagram; Solve word problems

involving any combination of basic operations on whole numbers (one-step problems); Write a number sentence to solve one-step word problems involving the operations of addition, subtraction, and multiplication of fractions and decimals; Use a number

line to write number sentences using subtraction; Solve multi-step word problems involving any combination of basic operations; Solve one- and two-step word

problems involving any combination of basic operations on whole numbers, decimals, and fractions

RIT 181-190: Solve simple addition word problems; Write number sentences using addition;

Determine what operation is needed to solve a word problem (addition and subtraction); Solve simple word problems using addition and subtraction; Solve

one-step word problems involving addition or subtraction of four or fewer digits; Solve one-step word problems involving division; Identify extra information or missing

information that is necessary to solve word problems; Choose and apply an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list,

Make a table, or Find a pattern

RIT 171-180: Solve simple subtraction word problems; Use a problem solving process (as defined by text)

RIT 161-170: Solve simple addition word problems; Understand the concept of addition using concrete

objects; Determine what operation is needed to solve a word problem (any operation)

RIT 151-160: Determine what operation is needed to solve a word problem (addition and subtraction)


RIT 151-160: Determine what operation is needed to solve a word problem (addition and subtraction)

RIT 161-170: Solve simple addition word problems; Understand the concept of addition using concrete objects; Determine what

operation is needed to solve a word problem (any operation)RIT 171-180: Solve simple subtraction word problems; Use a problem solving process (as defined by text)

RIT 181-190: Solve simple addition word problems; Write number sentences using addition; Determine what operation is needed to

solve a word problem (addition and subtraction); Solve simple word problems using addition and subtraction; Solve one-step word problems involving addition or subtraction of four or fewer digits; Solve one-step word problems involving division; Identify extra information or missing information that is necessary to solve word problems; Choose and apply an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, or Find a pattern

Student List:Student List:Student List: RIT 191-200:

Identify the correct information to solve addition and subtraction word problems; Solve one-step word problems involving multiplication and division, including money; Estimate the answers to word problems; Determine what operation is needed to solve a word problem (all four operations); Choose and apply an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, or Draw a diagram; Solve word problems involving any combination of basic operations on whole numbers (one-step problems); Write a number sentence to solve one-step word problems involving the operations of addition, subtraction, and multiplication of fractions and decimals; Use a number line to write number sentences using subtraction; Solve multi-step word problems involving any combination of basic operations; Solve one- and two-step word problems involving any combination of basic operations on whole numbers, decimals, and fractions

RIT 201-210: Translate verbal statements into equations (all four operations; several operations); Estimate the answers to word

problems; Solve written word problems involving the addition or subtraction of monetary amounts; Solve word problems involving customary and metric measurement; Solve word problems involving distance, rate and time; Use logic to solve problems; Solve word problems using proportional reasoning; Solve geometry problems by making a drawing or diagram; Choose and use an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, Write an equation, or Logical Deduction

RIT 211-220: Solve practical word problems involving perimeter and area of a square, rectangle or triangle; Solve practical problems

involving the mean (average) of a set of numbers; Solve one- and two-step word problems involving any combination of basic operations on whole numbers, decimals, and fractions; Determine the discount price and sale price; Choose and use an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, or Write an equation; Calculate the cost of one item or the unit cost using a proportion

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MathematicsISAT Goal: Measurement

Subskill: Length - Weight – VolumeRIT 271-280: Find volume of cylinder using knowledge of radius versus diameter


RIT 251-260: Find volume of cones and rectangular prisms and cylinders


RIT 231-240: Find the volume of a pyramid

RIT 221-230: Measure length with metric measures (centimeter); Measure length with customary measures

(inch); Select the appropriate unit of measure for length, area, and volume

RIT 211-220: Measure length to the nearest millimeter, centimeter, meter, and kilometer

RIT 201-210: Find the volume of a figure using cubic units; Perform conversions between units of mass in the

metric system; also as necessary in addition or subtraction problems; Select appropriate unit of measure for length and area; Find the volume of rectangular solids using the formula

RIT 191-200: Measure length to the nearest millimeter, centimeter, meter, and kilometer; Select the

appropriate metric and customary unit to measure an object or distance; Perform conversions between linear units in the customary system; also as necessary in addition or subtraction problems; Perform conversions between units of capacity in the customary system; also as necessary in addition or subtraction problems

RIT 181-190: Measure weight with metric measures with units provided (grams); Measure length

to the nearest inch, foot, and yard and do appropriate conversions between these units

RIT 171-180: Determine more capacity or less capacity; Measure length with customary measures

(inch); Measure weight with customary measure (pounds); Measure capacity to the nearest cup, pint, quart, and gallon and do appropriate conversions between these units; Estimate

and measure the length of an object to the nearest metric and customary measure using a picture of a ruler


RIT 151-160: Compare objects by shape, size, height or length (larger, smaller, taller, shorter, longer); Measure

length with metric measures using a graphic of a ruler (centimeters)



Student List:

Student List:

MathematicsISAT Goal: Measurement

Subskill: Area - Perimeter – CircumferenceRIT 281-300:Solve problem using ratio of rectangular areas


RIT 261-270: Understand that area of a square equals side squared; Find the perimeter with

use of variables

RIT 251-260: Find area of inscribed figure by using midpoints and endpoints

RIT 241-250: Calculate the area of a parallelogram and rectangle using algebra tiles; Understand

the effects of changing dimensions on perimeter, area, and volume; Compare volume of different dimensional containers

RIT 231-240: Find the perimeter of a square or rectangle using the formula; Find the perimeter of

polygons; Calculate the area of a parallelogram and rectangle; Calculate the area of a triangle


RIT 211-220: Calculate the area of irregular shapes; Understand the effects of changing

dimensions on perimeter and area

RIT 201-210: Find the perimeter of a square or rectangle using the formula; Solve

practical word problems involving perimeter and area of a square, rectangle or triangle; Calculate the area of a triangle

RIT 191-200: Estimate and verify the area of a figure using square units (counting); Find

the area of irregular shapes; using square units; Find the perimeter of polygons

RIT 181-190: Develop area readiness by counting squares and blocks; Estimate and verify

the area of a figure using square units (counting); Find the perimeter of a polygon with 5 or less sides (no formula)

RIT 171-180: Find the perimeter of a figure using units; Estimate and verify the area of a figure

using square units (counting)



Student List:

Student List:

MathematicsISAT Goal: MeasurementSubskill: Ratio - Units – Precision

RIT 241-250:Units Select appropriate unit of measurePrecision

Actual versus precise measurements


RIT 191-200:Ratio

Understand the concept of ratio using concrete and pictorial models

ISAT Goal: MeasurementSubskill: Time – Temperature

RIT 231-240: Convert from Celsius to Fahrenheit; Subtract Fahrenheit temperatures


RIT 221-230: Compute word problems with time and calendars

RIT 201-210: Compute basic operations with units of time (include basic concept of time zones)

RIT 191-200: Identify time relationships: minutes in an hour, hours in a day, days in a week, weeks in a

year

RIT 181-190: Tell time to the nearest one minute on analog and digital clocks; Compute word

problems with time and calendars; Determine elapsed clock time (no remaining with addition and subtraction); Determine elapsed clock time (any operation with renaming)

RIT 171-180: Tell time to the quarter hour using analog and digital clocks; Tell time to the nearest

5 minutes using analog and digital clocks; Compute simple conversions among units of time: seconds, minutes, hours, days, weeks, months, years

RIT 161-170: Order periods of time (days of the week, months of the year, etc.); Tell and write time to the

hour and half hour using analog and digital clocks; Identify and interpret a calendar; Read a Fahrenheit and Celsius thermometer to the nearest degree

RIT 151-160:




Student List:

Student List:

Student List:

Choose the appropriate tool: clock to measure time, calendar to measure days and months, thermometer to measure temperature, ruler to measure length; Measure temperature with customary measures


MathematicsISAT Goal: Algebra

Subskill: Quadratic Formula and EquationsRIT 251-260:

Solve a quadratic equation by factoring or completing the square; Know the quadratic formula and demonstrates its proof by completing the square; Identify discriminant

and roots; Use the quadratic formula to find the roots of a second-degree polynomial and solve quadratic equations; Graph quadratic functions and know that their roots are

the x-intercepts


Subskill: PropertiesRIT 211-220: Understand the properties of integers: commutative, associative, identity, zero property of

multiplication, distributive property of multiplication over addition, and inverse property of addition

RIT 201-210: Use strategies to develop computational fluency with multiplication: zero property, property of

one, arrays, doubles, nine patterns; Use the basic properties of addition to write an algebraic expression equivalent to a given algebraic expression; Understand the properties

of integers: commutative, associative, identity, zero property of multiplication, distributive property of multiplication over addition, and inverse property of addition


RIT 181-190: Identify the associative, commutative, identity and zero property of multiplication

RIT 171-180: Identify the associative, commutative, identity and zero property of multiplication;

Demonstrate the associative, commutative, and zero property of addition




Student List:

Student List:


Subskill: Patterns, Sequences, FunctionsRIT 261-270: Determine the domain of independent variables and the range of dependent variables in a

relation that is defined by a graph, a set of ordered pairs, or a symbolic expression; Analyze properties and relationships of functions (e.g. linear, polynomial, rational)


RIT 241-250: Students analyze a given set of data for the existence of a pattern and represent the

pattern algebraically and graphically; Determine whether a relation is defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion; Use a function table to determine inverse variation

RIT 231-240: Using whole numbers, complete a function table based on a given rule; Graph linear

functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is constant; Identify linear equation for a straight line

RIT 221-230:Complete a function table according to a rule; Recognize and continue a number pattern

and/or geometric representation (e.g. Fibonacci sequence, triangular numbers); State a rule to explain a number pattern, including arithmetic progression; Investigate geometric patterns and relationships and describe them algebraically

RIT 211-220: Use logic to solve a problem involving a function table

RIT 201-210: Use of a function “machine” to determine input and output

RIT 191-200: Count and write by 4’s; Find and extend patterns

RIT 181-190: Find and extend patterns, both increasing and decreasing; Complete a number

pattern; Complete a table according to a rule; Choose and apply an appropriate problem solving strategy: Find a pattern

RIT 171-180: Recognize and extend a pattern: shape, color and size; Compare objects by shape,

size, height, or length (larger, smaller, taller, shorter, longer)


RIT 151-160: Find and extend patterns; Recognize and extend a pattern: shape, color and size



Student List:

Student List:



Subskill: Solving Equations, Simplifying Expressions, Order of Operations

RIT 271-280: Identify the region defined by a linear inequality

RIT 261-270: Find the slope of a line parallel to a given line; Find the x-intercept of a given equation;

Solve equations with fractions as exponents; Analyze a graph to identify the appropriate system of equations; Determine the vertex of a parabola; Determine which of several equations can be factored; Determine commonalities between three given equations of lines

RIT 251-260: Simplify embedded expressions before solving linear equations and inequalities in one

variable; Solve problems that use variables in expressions describing geometric quantities by solving for one variable; Solve equations with variables as exponents; Use the rules of exponents to multiply polynomials by monomials; Derive linear equations by using the point-slope function; Find the slope given two points on the line of a given graph; Write the equation of a line when given the graph of the line, two points on the line, or the slope of the line and a point on the line; Simplify monomials containing integer powers and roots; Find the solution set for inequalities that include absolute values; Identify the equation of a parabola; Simplify expressions containing cube roots; Solve expressions containing factorials; Find the number of possible solutions for a system of equations; Cube

a binomial

RIT 241-250: Students solve equations and inequalities involving absolute values; Solve a system

of two linear equations in two variables algebraically and interpret the answer graphically; Graph a linear function in two variables using the slope-intercept method and identify intercepts; Solve a system of two linear inequalities in two variables and

identify the solution set; Understand the concepts of parallel lines and perpendicular lines and how those slopes are related; Add, subtract, multiply, and divide monomials and polynomials; Apply basic factoring techniques to second- and simple third-degree polynomials, including finding a common factor

for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials; Add, subtract, multiply, and divide

rational expressions and functions; Find the difference of two squares

RIT 231-240: Write an algebraic expression to model a situation; Evaluate an algebraic expression

for given values; Explore equivalent ratios involving missing variables; Use the correct order of operations to evaluate numeric and algebraic expressions; Simplify

and evaluate expressions that include positive and negative integral components; Simplify polynomials by combining like terms; Use the rules of exponents to multiply

and divide monomials; Solve simple linear equations and inequalities over the rational numbers; Create a table of (x, y) values for the given linear equation and graph the

function

Continued on Next Page

75All Information taken from NWEA Idaho Learning ContinuumRIT 161-170:

Solve for missing numbers in an addition or subtraction sentence; Determine what operation is needed to solve a word problem (any operation)

RIT 171-180: Solve for missing factors in a multiplication or division sentence; Evaluate a numerical equation involving more than

one operation; Use > or < symbols to compare two numbers

RIT 181-190: Solve for missing addends in an addition or subtraction sentence; Use inverse operations to find missing equation;

Identify missing elements in number sentences


Student List:

Student List:

RIT 221-230: Solve for missing addends in an addition or subtraction sentence; Use boxes or other

symbols to stand for any number in expressions or equations; Solve whole number equations with one variable (multiplication and division); Solve integer equations (one step, all four operations); Solve equations involving more than one operation; Solve one-step linear

equations in one variable using addition, subtraction, multiplication, and division with integer solutions; Simplify numeric expressions by applying properties of rational numbers (e.g. identity, inverse, distributive, associative, commutative)

RIT 211-220: Solve decimal equations (one step, addition and subtraction); Solve integer equations (one

step, multiplication and division); Evaluate expressions using the order of operations (may include parentheses or exponents); Solve quadratic equations

RIT 201-210: Evaluate an expression involving more than one operation (order of operations); Use the

basic properties of multiplication to write an algebraic expression that is equivalent to a given algebraic expression; Solve equations involving more than one operation; Multiply and divide polynomials; Solve equations involving rational numbers (addition and subtraction)

RIT 191-200: Identify and understand the greater or lesser of two numerals (use the symbols < and >

through 999,999); Use symbols of inequality, < and > to write and complete number sentences; Solve simple addition problems with “n” as an addend or sum; Solve simple

multiplication problems with “n” as a multiple or product; Solve simple division problems with “n” as a quotient or divisor; Solve whole number equations with any operation

RIT 181-190: Solve for missing addends in an addition or subtraction sentence; Use inverse

operations to find missing equation; Identify missing elements in number sentences

RIT 171-180: Solve for missing factors in a multiplication or division sentence; Evaluate a numerical

equation involving more than one operation; Use > or < symbols to compare two numbers

RIT 161-170: Solve for missing numbers in an addition or subtraction sentence; Determine what operation

is needed to solve a word problem (any operation)


Student List:

Student List:

MathematicsISAT Goal: Geometry

Subskill: Symmetry and TransformationsRIT 281-290: Solve problems involving volume with rotational transformation


RIT 251-260: Solve problems involving rotations (turns) and reflections (flips)

RIT 241-250: Identify symmetry of a sphere

RIT 231-240:Understand meaning and representation of a dilation


RIT 211-220: Identify types of transformations (rotation)

RIT 201-210: Identify mirror-images

RIT 191-200: Identify figures with line symmetry and symmetrical parts

RIT 181-190: Identify figures with line symmetry; Recognize transformations of plane figures (slides,

flips, and turns); Identify types of transformations (slides, flips, and turns)

RIT 171-180: Recognize transformations of plane figures (slides, flips, and turns) by identifying the figure

that will fit in a certain space



Student List:

Student List:


Subskill: Geometric Principles and TerminologyRIT 271-280: Identify number of diagonals of regular polygons; Informally prove relationships between angles in polygons

by using properties of complementary, supplementary, vertical, and exterior angles

RIT 261-270: Identify the correct definition of a postulate; Solve problems using two chord power theorem; Identify and

solve problems involving right triangles using the trigonometric functions and the Pythagorean Theorem; Use of distance formula to determine type of triangle using coordinates; Solve problems regarding relationships among chords, secants, tangents, inscribed angles, central angle, arc, and inscribed and circumscribed polygons of circles; Measure and compare angles in degrees; Solve problems involving the perimeter, circumference, area, volume, and surface area of common geometric figures; Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids; Find and use measures of sides and interior and exterior angles to identify figures and solve problems involving polygons; Know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections; Find the surface area of a polyhedron and cylinder; Find the diameters when given the area of a circle

RIT 251-260: Identify properties and slope of lines; Identify plane; Identify midpoint and endpoint; Identify perpendicular

bisector; Identify properties of polygons (rhombus, parallelogram); Relationship of size of angles and corresponding sides of a triangle

RIT 241-250: Identify properties of parallel lines; Construct angle bisectors; Use the Pythagorean theorem to calculate the

measure of one side of a right triangle when the other two sides are known; Identify angle bisectors; Solve problems regarding relationships among chords of a circle; Calculate the surface area of a rectangular prism and cylinder

RIT 231-240: Classify triangles by sides (equilateral, isosceles, and scalene) and angles (acute, obtuse, and right);

Classify polygons by sides and angles; Identify and discriminate between regular and irregular polygons; Find the missing angle measurement in a triangle when two angles are known; Solve word problems

involving similar polygons; Identify the base angles of a triangle; Know the definition of the hypotenuse of a triangle; Calculate the circumference of a circle using the formula

RIT 221-230: Identify the center, radius and diameter of a circle; Measure angles using a protractor; Classify

angles: supplementary and complementary; Classify angles: adjacent, vertical, corresponding, and supplementary; Find the missing angle measurement in a triangle when two angles are known;

Analyze circles: center, chord, diameter, radius, arc, semicircle, and circumference

RIT 211-220: Identify points, lines, line segments, rays, and angles; Identify angles: right, obtuse, and acute; Identify

when two intersecting lines are perpendicular; Identify properties of similar figures; Measure angles using a protractor

RIT 201-210: Identify points, lines, line segments, rays, planes, and angles; Identify the diameter of a circle; Identify

intersecting, parallel, and perpendicular lines; Calculate the surface area of a rectangular prism; Identify angles according to their measure: right, obtuse, and acute

RIT 191-200: Identify position concepts: (over, under, inside, outside, in front, behind, top, middle, bottom); Describe and

measure right angles; Identify right angles; Identify intersecting, parallel lines; Identify the diagonal of a circle

RIT 181-190: Identify points on a line; Identify the correct label for a line



Student List:

Student List:


Subskill: TrigonometryRIT 261-270: Use graph to identify trigonometric functions of angles; Find cosine, sine, and tangent

of any given angle; Use law of cosines

RIT 251-260: Find sin and cosine of a given angle


Subskill: Shapes and Figures, 2- and 3-dimensional

RIT 221-230: Analyze solid figures: rectangular prism, triangular prism, triangular pyramid, square,

pyramid (faces, edges and vertices); Classify polygons by sides and angles

RIT 211-220: Identify faces, edges, and corners (vertices) on solid figures; Contrast open and closed

figures; Identify polygons: triangle, quadrilateral, pentagon, hexagon, and octagon; Identify quadrilaterals: square, rectangle, parallelogram, trapezoid, rhombus; Analyze solid figures: triangular pyramid and rectangular pyramid (faces, edges, and vertices)

RIT 201-210: Identify faces, edges, and corners (vertices) on solid figures; Identify polygons: triangle,

quadrilateral, pentagon, and octagon; Identify quadrilaterals: square, rectangle, and parallelogram; Identify, name, and analyze solid figures: cube, cylinder, triangular pyramid

and square pyramid (faces, edges, and vertices)

RIT 191-200: Recognize solid figures: sphere (ball); Identify and name solid figures: cube, cylinder,

cone, rectangular prism, and sphere; Identify characteristics of plane figures (sides and corners)

RIT 181-190: Identify and name the plane figures: circle, triangle, square, and rectangle; Recognize

solid figures: cube (box); Identify characteristics of plane figures (sides and corners)

RIT 171-180: Classify and sort solid figures

RIT 161-170: Identify and name solid figures: can (cylinder) and cone; Relate and compare plane figures to

solid figures; Identify sides and corners (vertices) on solid figures; Contrast open and closed figures; Identify cylinder (can) attributes




Student List:

Student List:

RIT 151-160: Identify and name the plane figures: circle, triangle, and square



Subskill: Congruency and SimilarityRIT 271-280: Prove that triangles and other polygons are congruent or similar using algebraic, coordinate,

and deductive proofs


RIT 251-260: Solve problems involving properties of similar triangles

RIT 241-250: Construct congruent segments and angles


RIT 221-230: Identify congruent triangles according to corresponding parts (SSS, SAS, ASA)

RIT 211-220: Identify similar figures (same shape, may or may not be the same size); Identify congruent

polygons and their corresponding sides and angles

RIT 201-210: Identify congruent figures, angles and line segments


RIT 181-190: Identify congruent figures, angles, and line segments; Identify similar figures (same

shape, may or may not be same size)

RIT 171-180: Identify congruent figures using terminology

RIT 161-170: Identify congruent figures

RIT 151-160: Identify congruent figures (using “same size and shape” terminology); Identify figures that

are similar, have the same shape



Student List:

Student List:


Subskill: Direction and DistanceRIT 171-180:

Identify position concepts: over, under, inside, outside, in front, behind, top, middle, bottom


Subskill: CoordinateRIT 251-260: Derive and solve problems involving use of ordered pairs to determine area of a figure; Know

the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections; Determine the axis of symmetry of a linear graph

RIT 241-250: Determine endpoints and midpoint of a line on a coordinate graph

RIT 231-240: Find location of coordinates on a number line; Locate the vertex on a coordinate grid

RIT 221-230: Graph ordered pairs in all four quadrants (coordinate geometry)


RIT 181-190: Graph ordered pairs in the first quadrant

RIT 171-180: Graph ordered pairs in the first quadrant




Student List:

Student List:

MathematicsISAT Goal: Probability and Statistics

Subskill: Data AnalysisRIT 261-300: Read and interpret box and whisker plots

RIT 251-260: Analyze graphs

RIT 241-250: Use a graph to predict some future point in time

RIT 231-240: Read and interpret information in a table; Read and interpret information from a graph

RIT 221-230: Interpret data given in horizontal and vertical bar graphs to solve problems

RIT 211-220: Read and interpret information from a graph; Interpret Venn Diagrams; Make predictions

from a graph

RIT 201-210: Solve problems using information from a picture graph (symbol may represent more

than one); Interpret data given in percent form on a circle graph and broken line graph

RIT 191-200: Solve problems using information from a bar graph; Solve multi-step word problems

with pictographs, bar graphs, or line graphs; Construct, and solve word problems involving line graphs; Construct and solve word problems involving circle graphs; Construct and solve word problems involving information from a table; Read and interpret dual bar graphs and dual broken-line graphs

RIT 181-190: Solve simple word problems based on data from picture and bar graphs; Solve

problems using information from a bar graph; Construct and interpret line graphs involving problem solving

RIT 171-180: Complete and interpret simple picture graphs, bar graphs, line graphs or tables using

the key to indicate the quantity represented by each symbol; Identify least and greatest values represented in bar graphs and pictographs; Complete and interpret

simple picture graphs, bar graphs or tables

RIT 161-170: Represent and compare data (e.g. largest, smallest, most often, least often) by using picture

graphs, pictures, or simple bar graphs

RIT 151-160: Use pictographs or bar graphs to compare quantities



Student List:

Student List:


Subskill: Probability and PredictionRIT 251-260: Calculate basic probability theoretically and use results to make predictions

RIT 241-250: Predict outcomes using a six-sided cube

RIT 231-240:Determine the number of possible outcomes of an event

RIT 221-230: Investigate experimental probability of an event using a coin or spinner; Predict outcomes

using probability

RIT 211-220: Investigate experimental probability of an event using a coin or spinner

RIT 201-210: Compute simple probability outcomes; Determine the probability of an outcome

(multiple events); Use the counting principle to determine probability

RIT 191-200: Develop concept of chance and make predictions for events (ex. rolling a number

dice)

RIT 181-190: Predict whether common events are certain, likely, unlikely, possible, impossible, fair or

unfair; Investigate experimental probability of an event using a coin or spinner

RIT 171-180: Interpret a table and make predictions (chance); Predict the likely number of times a condition

will occur based on an analysis of data

RIT 161-170: Determine an outcome and make a prediction (single event)



Student List:

Student List:


Subskill: Statistics RIT 231-240: Calculate range, mode, median, and mean

RIT 221-230: Know the concepts of mode, median, and mean; compute and compare them in simple

examples to demonstrate that these measures of central tendency may differ for a given set of data


RIT 201-210: Solve practical problems involving the mean (average) of a set of numbers

RIT 191-200:Use tallies to record data; Compute averages with a given set of data


Subskill: Combinations and PermutationsRIT 261-300:

Perform complex combinations in problem solving situations


RIT 241-250: Find how many different ways a set can be ordered

RIT 231-240: Solve problems involving combinations and permutations

RIT 221-230: Use a tree diagram to determine the number of possible outcomes of an event

RIT 211-220: Solve problems involving arrangements


RIT 191-200: Solve problems involving combinations or permutations

Idaho Falls School District #9185

All Information taken from NWEA Idaho Learning Continuum



Student List:

Student List:

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Language

Typical Growth Table Language

Mean Growth

Fall Spring Ending Grade

Fall to SpringGrade Median Mean Median Mean

2 180 180.0 190 189.0 2 n/a3 194 191.6 201 199.0 3 9.34 203 200.9 207 205.5 4 6.55 209 207.3 213 211.5 5 5.86 214 212.2 217 215.3 6 4.57 217 215.2 220 218.4 7 3.68 220 218.7 223 221.3 8 3.59 222 220.4 224 223.4 9 2.4

10 224 222.2 224 222.5 10 1.9

State Cut ScoresGrade Basic Proficient Advanced

2 176 184 1973 186 194 2074 193 201 2145 200 208 2216 204 212 2257 207 215 2288 211 219 2329 213 221 23410 214 222 235


The tables on the top show “typical growth” at each grade level. That means that these scores represent approximately the 50th percentile—half of students will grow less than this and half more than this. Please don’t confuse these scores with “expected” growth. The tables on the lower left are Idaho Spring Cut Scores. The table on the lower right are “block growth norms”—based on a student’s fall score, this table will estimate typical growth on an individual level.

RIT “Block” Growth Norms—Language2 3 4 5 6 7 8 9 10

150-15913.0 11.6

160-16911.3 9.3 10.1 8.7

170-17911.9 10.4 11.0 9.7 8.8 9.0

180-18910.6 8.8 9.0 7.8 7.2 7.6

190-1999.1 7.2 7.6 6.5 5.8 6.4 5.3

200-2097.6 6.3 6.1 5.5 4.7 5.1 4.6 4.5

210-2196.5 4.9 5.0 4.3 3.8 4.0 3.0 2.6

220-2292.8 3.4 3.5 3.2 3.0 3.1 2.3 1.1

230-2391.5 2.0 1.9 2.1 1.5 0.5

240-2490.8 1.1 0.6

Idaho Falls School District #91Reading

Typical Growth Table Reading

Mean Growth



2 179 177.7 188 186.6 2 14.93 191 188.7 199 197.2 3 10.44 200 198.0 206 204.3 4 7.45 207 205.2 212 210.3 5 6.36 212 210.5 217 215.2 6 5.37 216 214.4 221 218.9 7 4.38 220 218.3 225 222.8 8 4.29 223 221.0 226 224.2 9 2.9

10 225 223.1 226 224.3 10 2.6


2 174 182 1933 185 193 2044 192 200 2115 198 206 2176 203 211 2227 207 215 2268 210 218 2299 213 221 23210 216 224 235



RIT “Block” Growth Norms—Reading2 3 4 5 6 7 8 9 10

140-14925.6 15.7 12.6

150-15921.4 14.9 12.1 11.3

160-16920.3 15.5 12.7 11.6 10.4 9.9

170-17915.9 13.3 10.6 10.7 9.6 8.0 8.4

180-18913.0 11.1 9.1 9.0 8.4 7.5 7.5

190-19910.1 9.4 8.0 7.9 7.3 6.5 7.3 6.4

200-2097.9 7.6 6.8 6.7 6.2 5.8 6.4 5.4 4.6

210-2195.4 5.3 5.4 5.2 4.9 5.1 4.3 4.4

220-2292.1 3.3 3.7 3.9 3.6 4.0 3.6 2.8

230-2390.7 1.8 2.0 2.0 2.3 1.3 0.8

240-249-0.3 -0.3 0.2 -1.1 -.0.1

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Idaho Falls School District #91Mathematics

Typical Growth Table Mathematics

Mean Growth



2 178 177.6 189 188.2 2 15.73 191 189.7 201 199.7 3 11.84 201 200.4 209 208.6 4 8.95 209 208.9 217 216.4 5 8.86 216 215.2 222 221.9 6 8.17 222 220.9 228 227.5 7 6.98 228 227.2 235 234.0 8 7.19 231 229.8 244 240.9 9 5.8

10 235 232.7 250 248.2 10 4.8


2 174 185 2013 185 196 2124 194 205 2215 202 213 2296 208 219 2357 214 225 2418 222 233 2499 229 240 25610 231 242 258



RIT “Block” Growth Norms—Mathematics2 3 4 5 6 7 8 9 10

150-15918.5 14.3

160-16916.2 15.9 12.4 11.1

170-17916.2 13.8 11.3 10.9 8.9 7.9

180-18915.9 12.5 10.0 9.5 7.8 7.0 7.4

190-19913.0 10.7 8.9 8.5 7.3 5.7 5.5

200-2099.6 8.5 8.7 7.7 6.2 6.3 7.2

210-2199.2 8.5 9.2 8.3 7.1 7.6 7.8

220-2299.0 9.5 8.8 7.4 7.7 8.4

230-2398.1 8.7 9.3 8.1 8.3 6.8 7.0

240-2497.5 8.5 7.8 7.6 5.1 4.0

250-2597.5 6.7 6.2 3.0

260-2694.4 3.3 1.0

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Documents

ISAT Goal: Vocabulary Ladders Files/… · Web viewLanguage/ Writing. Writing Process. Use Pre-writing Skills 5. Use Drafting & Revising Skills 6. Use Editing & Proofreading Processes